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  • Domain Impact On Student Learning

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    Elizabeth taylor: my ideas about assessment are now much broader than they were. She says when she began the program, she had a limited view of testing and assessment. She learned the distinction between formative and summative assessment, she says. Tatylor: i've developed new tools to assess my impact on students, and, in turn, gauge my impact on their learning.

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    domain impact on student learning

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    Elizabeth taylor: my ideas about assessment are now much broader than they were. She says when she began the program, she had a limited view of testing and assessment. She learned the distinction between formative and summative assessment, she says. Tatylor: i've developed new tools to assess my impact on students, and, in turn, gauge my impact on their learning.

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    © All Rights Reserved
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    50 Ansichten3 Seiten

    Domain Impact On Student Learning

    Hochgeladen von

    api-286406819
    Elizabeth taylor: my ideas about assessment are now much broader than they were. She says when she began the program, she had a limited view of testing and assessment. She learned the distinction between formative and summative assessment, she says. Tatylor: i've developed new tools to assess my impact on students, and, in turn, gauge my impact on their learning.

    Copyright:

    © All Rights Reserved
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    Domain:Impactonstudentlearning

    Myapproachtoassessingmyimpactonstudentshaschangedagreatdealoverthe
    courseofmytimeatHunter.Myideasaboutassessmentarenowmuchbroaderand
    wellroundedthantheywereatthebeginningoftheprogram.Ihavedevelopednew
    toolstoassessmystudents,and,inturn,gaugemyimpactontheirlearning.

    WhenIbegantheprogram,andmyownteaching,Ihadalimitedviewoftestingand
    assessmentingeneral.Ibelievedthattraditionalpencilandpapertestswerethebest
    waytoassessandthatthesewerethebestwayforteacherstomeasurestudent
    achievement.Thisviewshowedmyownbiasandlearningstyle,aspencilandpaper
    testswereastrengthforme.Iassumedthatstudentswouldhavelittleknowledgeof
    thetopic,wouldproceedthroughasequenceoflessons,studythenewmaterial,and
    takeatesttodemonstratetheirmastery.Realitywasmuchmessierandmore
    complicated,especiallyattheschoolwhereIwork,whichservesstudentswith
    languagebasedlearningdisabilities.Insteadofbeginningeveryunitfresh,Icameto
    understandthatteachingrequiresactivatingpriorknowledge.Somestudentshadmore
    thanothers,andstudentsproceededthroughthematerialatvastlydifferentpaces.
    Further,somestudentswereverysuccessfulontestsandquizzes,whereasothers
    struggled,regardlessofhowwelltheyknewthecontent.BeforeteachingIassumedthat
    ifstudentsstudied,theycouldbesuccessfulontests.WorkingwithstudentsinSpecial
    Education,Icametoseethatthiswasnotalwaystrue.Ihadstudentswhostudiedvery

    vigorously,onlytofailthetests.Iwasforcedtoreconsidermyideasaboutstudent
    learningandassessmentingeneral.

    ThroughtheexperienceaboveandmycoursesatHunter,Ibegantoviewteachingand
    assessmentverydifferently.Isawitmoreasanongoingprocessthatiswoveninto
    teaching,ratherthanastandaloneactivity.Ilearnedthedistinctionbetweenformative
    andsummativeassessmentandcametounderstandtheusefulnessofthedistinction.I
    broadenedmyideasaboutwhatassessmentwas,andIbegantouseotherassessment
    toolsbesidestraditionaltests.Theseincludedprojects,extendedproblems,interviews,
    posters,andgroupwork.Inoneclass,forexample,Ihadstudentscreateavideowhere
    theydevelopedaproblemandexplainedhowtosolveitusingthemathematicsthatwe
    werestudying.Indoingthis,Ialsosobenefitsinhelpingstudentswithdifferentlearning
    stylesbesuccessful.Mystudentswhohadartisticdispositionsfeltthattheirgiftscould
    beusedandappreciated.Otherstudentswhohadbeendisengagedcamealivewhen
    givenalternativewaystosharetheirknowledgeandexpertise.

    Throughmyassessmentclass,IlearnedabouttheideaofDepthofKnowledge.This
    wasaprofoundandusefulwayofthinkingforme.IlookedcriticallyatthetasksthatI
    wasaskingmystudentstocompleteandsawthatIwasnotalwaysaskingthemtodo
    higherorderthinking.Ipresentedthemwithassignmentsthatrequiredmorethinking
    andmoreabstractreasoning.Inotherwords,Irequiredthemtoapplythediscreteskills
    thatIwasteachingthemtosolvingproblems.Thisshiftwasdifficulttomakeasa

    teacher.Itrequiredmorecreativityandmoreplanningonmypart,anditrequiredmore
    searchingforcompellingandengagingproblemstopresenttomystudents.WhenIdid
    this,Isawbenefitsintermsofstudentexcitementandenthusiasm.

    Myfocusonassessmentalsohelpedmeplanmorecompleteandwellsequencedunits.
    WhenIemployedbackwardsplanning(aconceptthatIexploredinMethodsI),Iwas
    abletodevelopasequenceoflessonsthatflowedmorelogically.Bybroadeningmy
    viewofassessments,myunitsbecamemorevariedandallowedmorestudentsto
    engageandparticipatepositively.AsIbeganincorporatingmoreformative
    assessments,myunitsalsobrokeintoneaterchunks,ratherthanhavingskillsor
    conceptsbleedintooneanotherinawaythatreducedthecoherence.

    Iamhavingagreaterimpactonstudentsthisyearasaresultofthesechanges,as
    evidencedbythefactIhavegivenmorechallengingandrigorousassessments,andthe
    studentshaveperformedwellonthesethisyear.

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