Which Of The Following Is/are Good Example(S) Of Data Collection Strategies For Parents?
Using Assessment Data in the Classroom
Using Cess Information in the Classroom.As teachers, we take so many tools at our disposal that it can become overwhelming to sort through all the items in the toolbox and select the 1 that will most benefit our students. And then frequently I have constitute myself planning that perfect lesson for my students only to get sidetracked by over-analyzing the best tool to use for a given task. Though, in any given lesson, the most important tool I have is the assessment tool.
I know what yous are thinking: Assessment? Do y'all mean testing? Surely you exercise not count testing as a tool to be used daily? You are right, though non entirely. Assessment as an umbrella term for data collection and testing is a valid part of our teaching practice; however, it is not everything. Assessment as a tool for collecting data on how well our students are learning tin can and should accept many forms. What class it takes should depend on several central points. First, the objective of the lesson, or what it is the children are meant to acquire, should help make up one's mind how we know learning has happened. From the get-go stages of lesson planning, thinking almost how the students volition evidence what they have learned will assistance to decide what tool we will apply to mensurate the students' learning. This is called backward planning, and it is non teaching to the examination.
Another cardinal question to ask ourselves is, "What will nosotros practise with the data nosotros collect from our assessments?" The answer should be to use the information as a means to formatively assess what are student know and are able to exercise, which, ultimately, will inform follow-up lessons. Thomas Guskey explains in his commodity, "How Classroom Assessments Improve Learning," that assessments need to serve every bit meaningful sources of information that should non mark the cease of learning for the students. Instead, Guskey says that assessments need to be followed by high-quality, cosmetic instruction designed to remedy whatever learning has not occurred. (Educational Leadership, February 2003). I refer to this type of teaching as "Information-Driven" instruction because information technology is but that. The teacher collects data, or data, on the students and creates their lesson based on the findings. To further support the thought that an assessment should non exist the end of learning, think about what we do equally our students are working in class. Nosotros circulate through out the class as they work, taking note of what the students are doing and proverb. When nosotros find that a strong majority of children do non seem to sympathise the chore or standard, we end, regroup, and reteach. This is assessment in a formative role, and we practise it without even thinking about it.
Regardless of what grade the cess ends up taking, we need to be sure information technology is purposeful and meaningful for educatee learning; otherwise, the cess is useless. Equally with every piece of a lesson, assessment requires planning if it is to be of value. This should seem obvious; notwithstanding, sometimes there are assessments nosotros are required to administer. Several years ago, when I was education second form, the district I worked for used the and so-popular DIBELS cess for reading. DIBELS is a educatee performance, data collection arrangement developed by the Academy of Oregon's Center on Pedagogy and Learning. What it is meant to assess is the basic early on literacy skills of students in the early stages of literacy development. DIBELS includes an all-encompassing battery of assessments that the school district used for benchmarking student progress. What it meant for my second graders was a few days, 3 times a year, to assess their Oral Reading Fluency, or ORF. Yes, this completely disrupted our educational activity schedule, just information technology allowed us to discover how many words correct per minute our students could read! Each kid, given 3 curt texts to read, timed for one minute, would go an boilerplate of their reading, and we could use that to measure out their approximate reading level. Or so I thought. What a shock it was for me when our reading double-decker told me that we were not to boilerplate the 3 scores, just look at the score from the second text!
It was this moment in my career that I had to finish and recall virtually the purpose of assessment and what it meant for our students. This feel affected my view of programs like DIBELS for many years because I felt the data nosotros were collecting was not useful and meaningful to my instruction. My point here is non to complain about big upkeep assessments like DIBELS (Dr. Timothy Shanahan states in his blog that studies have shown loftier correlation between some DIBELS subtests and improved pupil performance – when administered as intended.). Instead, I employ this example every bit a means to reflect on our instructional practice and to urge u.s. to employ the most relevant and purposeful assessments for our students when making decisions nigh our instruction.
Assessment takes on so many different forms in today's classroom. Everything from formal, statewide testing to quiet observation of students' effort while they work. Any methods of assessment you choose to use for collecting information on your students' growth and level of understanding needs to be washed with intent and purpose. Like the teaching itself, be sure that what you choose fits the students you teach and that it effectively gathers information yous can use to all-time deliver loftier quality teaching for your class.
Wes Gordon is a TeacherReady Instructor and Fifth-Grade ELA teacher in Pensacola, FL. Wes earned both is Bachelor's in Elementary Education and Principal's in Reading Education from Due east Strousberg University. He has taught at both the principal and intermediate class levels and served equally President of the Escambia Canton Literacy Teachers Association, where he provided literacy evolution for teachers. He has also worked as a commune Literacy Coach for unproblematic teachers in state DA status schools. Wes has volunteered with the Florida Department of Education as an Instructional Materials Reviewer, making recommendations for text series to be used in the school adoption procedure.
Resources:
http://world wide web.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx
https://dibels.uoregon.edu/features/
http://www.shanahanonliteracy.com/search/label/Assessment
Recommended Posts
Which Of The Following Is/are Good Example(S) Of Data Collection Strategies For Parents?,
Source: https://www.teacherready.org/using-assessment-data/
Posted by: cassetteofflas.blogspot.com
0 Response to "Which Of The Following Is/are Good Example(S) Of Data Collection Strategies For Parents?"
Post a Comment