Standard 8 Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Rationale: The storybird assignment was a writing project that the students did so I could get to know them more in depth. They had to write about themselves and use as many numbers as possible in the opening paragraph. In the second paragraph they had to tell me about their feelings on math. Before they wrote their paper I presented them with my autobiography so they could get to know me better and understand what I was looking for in the assignment. While they wrote their paper I walked around and helped the students that were stuggling. After the paper was written the students went to the computer lab and wrote their paper in storybird.
The storybird was important to me because it allowed me to identify what students feelings were about math and what areas they struggled in. The rubric was imperative because it allowed me to see the progress the students made during the assignment. The assignment was beneficial for the students because it permitted them to be honest about their feelings about math. They could tell me where they struggled, needed extra help or what topics came easy to them. This information was pertinent for them to tell me so I could help them increase their math skills throughout the year.
KSD: 8.K.2 The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes. The assessments used in this lesson were designed to assess students’ strengths and weaknesses. They helped me understand what needed to be taught more in depth or what needed less time to further enhance the students’ learning about math and literacy.
8.S.1 The teacher appropriately uses a variety of formal and informal assessment techniques (e,g, observation, portfolios of student work, teacher-made tests, performance tasks, projects, students self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies. For this paper I used informal and formal assessment. For the informal assessment I walked around and helped students with problems while they wrote their paper and also helped them edit their paper. The formal assessment done with this assignment was the rubric that was handed out to the students prior to them turning in their final draft.
8.D.2 The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities. Duirng the informal assessment the students and I evaluated their strengths and weaknesses and then continued moving forward in the lesson to work on enhancing their skills. Once I graded the assignment, the rubric and the assignment was handed back to the students so they could review their strengths and weaknesses.
Standard 8
Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Evidence:
Rationale:
The storybird assignment was a writing project that the students did so I could get to know them more in depth. They had to write about themselves and use as many numbers as possible in the opening paragraph. In the second paragraph they had to tell me about their feelings on math. Before they wrote their paper I presented them with my autobiography so they could get to know me better and understand what I was looking for in the assignment. While they wrote their paper I walked around and helped the students that were stuggling. After the paper was written the students went to the computer lab and wrote their paper in storybird.
The storybird was important to me because it allowed me to identify what students feelings were about math and what areas they struggled in. The rubric was imperative because it allowed me to see the progress the students made during the assignment. The assignment was beneficial for the students because it permitted them to be honest about their feelings about math. They could tell me where they struggled, needed extra help or what topics came easy to them. This information was pertinent for them to tell me so I could help them increase their math skills throughout the year.
KSD:
8.K.2 The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The assessments used in this lesson were designed to assess students’ strengths and weaknesses. They helped me understand what needed to be taught more in depth or what needed less time to further enhance the students’ learning about math and literacy.
8.S.1 The teacher appropriately uses a variety of formal and informal assessment techniques (e,g, observation, portfolios of student work, teacher-made tests, performance tasks, projects, students self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies.
For this paper I used informal and formal assessment. For the informal assessment I walked around and helped students with problems while they wrote their paper and also helped them edit their paper. The formal assessment done with this assignment was the rubric that was handed out to the students prior to them turning in their final draft.
8.D.2 The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.
Duirng the informal assessment the students and I evaluated their strengths and weaknesses and then continued moving forward in the lesson to work on enhancing their skills. Once I graded the assignment, the rubric and the assignment was handed back to the students so they could review their strengths and weaknesses.