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Educ 4P02 Independent Assignment

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S: Education 4P02

BC: References Academic Jones, K. A., Vermette, P. J., & Jones, J. L. (2009). AN INTEGRATION OF "BACKWARDS PLANNING" UNIT DESIGN WITH THE "TWO-STEP" LESSON PLANNING FRAMEWORK. Education, 130(2), 357-360. Gielen, S., Dochy, F., Onghena, P., Struyven, K., & Smeets, S. (2011). Goals of peer assessment and their associated quality concepts. Studies In Higher Education, 36(6), 719-735. doi:10.1080/03075071003759037 Bordelon, S. (2010). Restructuring English and Society through an Integrated Curriculum: Ruth Mary Weeks's "A Correlated Curriculum.". Rhetoric Review, 29(3), 257-274. doi:10.1080/07350198.2010.485964 Gresham, S. (2010). Teaching the New Writing: Technology, Change, and Assessment in the 21st Century Classroom. Composition Studies, 38(1), 144-148. Non Academic (Electronic) Hammer, K. (2011, November 28). Report card on schools reveals new struggles for boys. The Globe and Mail. Retrieved from: http://www.theglobeandmail.com/news/national/education/primary-to-secondary/report-card-on-schools-reveals-new-struggles-for boys/article2251491/?utm_medium=Feeds%3A%20RSS%2FAtom&utm_source=Home&utm_content=2251491 Luce, T. (2011, January 20). The know/do/be approach to curriculum. [Web log comment]. Retrieved from: http://tammylucebportfolio.wordpress.com/2011/01/22/the-knowdobe-approach-to-curriculum/ Guskey, T.R., (2008, January 10). How Classroom Assessments Improve Learning. [Web log comment]. Retrieved from: http://www.allthingsassessment.info/wordpress/?p=52 Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx

FC: Effective assessment is key to student learning. | EDUC 4P02 | Jessica Bulbeck December 5, 2011 EDUC 4P02 Dr. Susan Drake Brock University

1: Some things I have learned from class this semester...

2: BACKWARDS DESIGN Both of these artifacts touch upon Big Ideas that were presented within our course this term. Backwards design incorporates authentic assessment where students are both engaged, as well as learning and achievement set out in the curriculum document. As Jones, Vermette and Jones (2009) state, “Backwards planning calls for educators to begin with a nominal list of essential questions all students must answer by the end of the unit. With this clear end in mind, teachers then design the assessments of those understandings, followed by carefully crafted lessons to achieve this set of objectives.” (p.357). The backwards design model also allows for teachers to make sure that their assessment is actually assessing their Big Ideas and expectations that are laid out at the beginning of a unit or assignment. This especially helps to make sure that they are covering everything they need to cover. Finally, the reason for the artifacts on the side is that it depicts perfectly the link between the three, curriculum, assessment and instruction, and how it is essential in backwards design process.

4: Critical Thinkers | Global Citizens

5: KNOW/DO/BE Creating a Know/Do/Be umbrella is a very important part of creating a unit where students can be assessed on all the different components of the curriculum documents. Educators should ask themselves, “What is the purpose of this unit? and How do we want our students to be different at the end?” (Drake, S. & Burns, R., p. 32, as cited in, Luce, 2011) Know/Do/Be allows teachers to understand that they need to assess what their students Know, what they can Do and Be , in other words take all components into consideration and can create assessment in a way that is complete. The artifacts on the side represent some examples of the “Be” of Know/Do/Be. Both the Know and Do work and set up the platform for what teachers want students to Be when they have finished the unit or curriculum. Whether the Know is to communicate, the Do is an activity centered around different forms of communication and the Be is an effective communicator for example. “within the KNOW question, we are reminded that enduring understandings are much more important for our students to remember than specific facts and figures”[w]ithin the DO question, we’re reminded about the importance of interdisciplinary performance skills the BE question may be the most important question of all. What kind of people do we want students to be?” (Luce, 2011, par. 2, 3, 4) All three work together in order to create stimulating and authentic learning environments for students.

6: 21st Century Learners In education today, teachers are focusing on making their students 21st century learners, which means including skills such as being globally aware, environmentally away and technologically competent. The students that are entering school now are the most technologically savvy group of students that have been in the education system. They are students who have grown up in a world full of technology. It has been found that Students repeatedly respond in a positive way to the technology and innovation they encounter within the classroom (Gresham, 2010). The artifact on the side is a YouTube video that discusses how students are digital learners, and we as teachers need to not only implement digital literacies and activities into the classroom, but also devise assessment tools that incorporate the multimodality that technology offers to students. Furthermore, we need to continue to be aware of how technology is changing so we can adapt and shift in order to remain critical of the influence we (and the students) have on technology, and vice versa. (Gresham, 2010)

7: http://www.youtube.com/watch?v=_A-ZVCjfWf8

8: Some things I have learned from class this semester..

9: ...and have been put into practice.

10: 2:52 Basics Party | Remember the Virtue | Who Won?

11: Summative Assessment This artifact is an example of summative assessment that I have used where I work. I run a Sunday school program entitled “2:52 Basics” at my church that houses approximately 40 kids on a regular basis. The pictures that appear here are examples of how we do a summative assessment in 2:52 Basics. Every month we have a new virtue, which are modeled like Character Education, so they are things such as Respect, Honesty, Humility, Kindness, etc. Each virtue has a definition that goes a long with it. In this particular example the kids got to work collaboratively and they had to match the virtue with the definition. We did this activity at the end of the year, and it is an excellent example of assessment of learning, seeing what knowledge they gained over the course of the year, but in a fun and engaging way. While in this particular case, no mark or grade was assigned to the kids, it is still an excellent assessment task that kids can enjoy as well. “Because they are spread out and occur after instruction every few weeks, months, or once a year, summative assessments are tools to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs.” (Garrison & Ehringhaus, 2007, par. 5)

12: Peer Assessment This artifact is actually one of the rubrics that my curriculum group created for our grade 6 culminating activity. It is more of a checklist, where student’s get into pairs and assess each other’s work. I decided to include a checklist that I helped to make, in order to be able to relate the material to a more personal experience. This checklist that we made for one of our assessment tools is not unlike assessments that I encountered when I was in elementary school. Peer assessment is extremely helpful to both teachers and students as it lessens the amount of marking a teacher has to do, but at the same time, teaches students how to assess one another and give constructive, anecdotal feedback in order to improve their text. “On the one hand, peer assessment is sometimes assumed to be a partial replacement for staff assessment, but on the other hand, it often becomes part of a triangulated approach to assessment in which student learning is evaluated from multiple data sources or by multiple assessors” (Breitmeyer, Ayres, and Knafl 1993; Johnson, Olson, and Courtney 1996; Miller 2003, as cited in Gielen et al., 2011). Just as I experienced in school and as this artifact depicts, peer assessment allows for feedback without any marks, helping to point out that the process is important too.

14: Grade 4 Integrated Curriculum - Medieval Times

15: Integrated Curriculum/Know/Do/Be Umbrella These artifacts are from the class EDUC 3F00 last year. In our class we were required to develop an integrated curriculum, using the backwards design model that was mentioned earlier. The reason this artifact is included is because it is a direct example of a curriculum that relates to what was discussed in class. The curriculum includes a Know/Do/Be umbrella that depicts and outlines the final goals and Big Ideas that students need to acquire by the end of the unit. Also, it includes a culminating activity that can be used for assessment of learning. An integrated curriculum can be used to develop more well rounded, socially aware students, while at the same time encourage students to learn collaboratively through conversations rather than teacher-led lectures. (Bordelon, 2010)

16: Bloom's Taxonomy It is extremely important that teachers engage their learners in the higher levels of Blooms Taxonomy. The artifacts that I included on this page depict Bitstrips, an online comic strip creator that teachers can use in their classroom to engage their students in the highest level of Blooms Taxonomy, which is creating. Throughout the second half of the semester, we have been listening to and presenting different technologies that are available for teachers to use in their classroom and how each relates to Blooms Taxonomy. This is important, as Blooms Taxonomy outlines learning objectives and levels that students should be at. The higher the level, the more engaging and critical the students are thinking and involved in their learning. So Bitstrips is only one example of tools available to teachers to engage students in the levels of Blooms Taxonomy in the classroom. In a recent article published in The Globe and Mail the assessment of test scores throughout Canada, boys are falling behind in science, as well as English scores. The article stated that, “Though Canada is a top performer in international rankings, scores have plateaued, while those in other countries, including Korea and Singapore, have surged ahead.” (Hammer, 2011) This caused me to ask, why is this? Could assessment and teachers not teaching Blooms adequately? Or maybe it’s a change in assessment techniques that will allow for boys to become more engaged in school. This is just one example of how if Blooms is applied more directly in class and assessment, maybe we would not have boys falling behind in the classroom.

18: Grade 8 Self Assessment Exemplar

19: Self-Assessment The final artifact that is included in this scrapbook is an exemplar of a self-assessment tool used to assess a grade 8 culminating activity within the Ontario Curriculum. Self- assessment, much like peer assessment, is an excellent resource for both teachers and students. For teachers it means less to grade, and for students, they learn how to adequately assess themselves and edit pieces of work. From personal experience, I wish that my teachers had implemented more self assessment when I was in school, as now I have a difficult time assessing myself adequately. Teachers and educators need to see their assessments as an integral part of the instruction process and as crucial for helping students learn. (Guskey, 2011) Self-assessment is just one way that teachers can help students partake in self-directed learning, making it crucial to implement into the classroom.

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