Two assignments due Tomorrow before 11:59
kcurry90
Self-Assessments.docxRunning head: SELF-ASSESSMENTS 1
SELF-ASSESSMENTS 6
Self-Assessments
Kieandra Curry
Instructor: Zac Wilson
ELM-535-O500 - Strategies for Student Engagement
10/23/2019
Self-Assessments
Part 1: Assessment Plan
Assessment Plan
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Student Identified: Olivia Student Grade Level: 1st |
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Long-Term Educational Goal (from assignment in Topic 3) |
Learning Objective (from assignment in Topic 3) |
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To be able to use skip counting to perform, addition, subtraction, and multiplication procedures, starting with factors of 2,3,5, and 10 and then proceed to higher factors. |
Understand the concept of skip counting by 2, 3, 5, and 10 using the 100 chart and be able to identify the patterns formed when skip counting. |
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1 Formative Assessment: student will be given the 100 chart and asked to skip count by 2, 3, 5, and 10. The aim will be to see if the learners has understood the concept of skip counting and if she can do it independently.
1 Summative Assessment: learner will be given a test with multiplication questions requiring her to apply the concepts learned during the skip counting lesson. Many questions in the test will requires the student to go forward or backward by 2, 3, 5, and 10. Other concepts tested would include filling in blanks on the 100 chart and identifying resulting patterns and answering wimple word problems. The pass-mark for the test will be 60%. |
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Summative assessment rubric: this is given in the table below
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Describe the modifications necessary for summative assessment/rubric: modifications for students with visual challenges, for instance, would include administering the test orally, allowing for additional time to complete test for visually impaired and other challenged learners, and printing large numbers on the charts. It would also be helpful giving learners with diverse needs fewer questions letting them select which questions they want to do, and giving them more support by guiding them during the test. |
Part 2: Reflection
Through self-assessment, students are able to track their progress by looking at what they have learned and comparing this with what they have not learned. This is because the monitoring process helps the learners to become aware of the learning goals and objectives that they seek to achieve (Peltzman, et al., 2012). The monitoring process is also important because it helps a student realize where he/she is, where he/she needs to be, and what he/she should do to get there. As regards to assessing data, self-assessment helps learners to examine themselves and determine the amount of progress made. When a learner assesses himself/herself, he/she is able to identify his/her weak areas and pinpoint the concepts he/she has not mastered. The student is then able to plan and spend more time working on these.
When rubrics are shared with students, they are able to monitor and evaluate the progress they are making as they work towards the clearly specified goals and objectives (Andrade, Wang, Du, & Akawi, 2009). When the rubric is returned together with a graded assignment, learners find it easy to identify their strengths or weaknesses and know where to put more effort.
Other progress monitoring methods which can be used to track data include quizzes, assignments, pre- and posttests, benchmark assessments, and CBM (curriculum-based measures).
When preparing instruction for diverse learning needs, I make accommodations to meet exceptional needs and learning language needs by requiring them to learn fewer materials and setting fewer objectives and learning goals for them. I also reduce tests and assignments for students with diverse learning needs by ensuring that such students handle the easiest tasks. Another thing I do to accommodate such learners is to modify their tests and assignments so that they are easier and guiding them through class tasks.
When addressing individual student needs, a private setting for instruction that considers student data confidentiality is maintained by ensuring that all laws regarding privacy of student information as set out under Family Educational Rights and Privacy Act (FERPA) are observed. If such information has to be released, it will only be given to authorized bodies or individuals who intend to use it legally (Parks, 2017).
I determine my approach to collaborate with colleagues in a proper and ethical manner by collaborating with them when designing lesson plans, sharing with them what works, and learning from them as they also learn from me. I am also always open to new ideas from my colleagues and ready to criticize constructively.
References Andrade, H. L., Wang, X., Du, Y., & Akawi, R. L. (2009). Rubric-Referenced Self-Assessment and Self-Efficacy for Writing. Journal of Educational Research, 287-301. Parks, C. (2017). Beyond Compliance: Students and FERPA in the Age of Big Data. Journal of Intellectual Freedom and Privacy. Vol 2, No 2. Peltzman, A., Porter, W., Towne, L., Vranek, J., Achieve, & First, E. (2012). A Strong State Role in Common Core State Standards Implementation: Rubric and Self-Assessment Tool. Achieve, Inc.
