Focusing on how to plan for student success has helped me create my unit plan because I am able to create activities based upon what I want the student to understand. This understanding then turns into a student demonstrattion of knowledge.
I will be assessing student learning based on rubrics created for both the poster and powerpoint presentations (they have created using a rubric).
I involve students in the assessment process by creating guidelines for the projects with them. Then I use those guidelines to create assessment rubrics, which I give to them to use when creating their projects.
Reflect on how the focus of this module has helped you plan and create your unit plan. This module has reinforced concepts learned in the prior Intel course and again has made me focus my attention on how to implement summative assessments throughout the unit which address a variety of learning styles. I now use more journal writing, peer feedback,rubrics, and allow for a wider range of expression of understanding than I have prior to the Intel course. Creating the student sample was beneficial to ensure that student learning is targeted at 21st century skills. How do I assess student learning? How I assess learning will vary depending on what my objective is. All of the assessment tools listed in module 5 are valid at different times. I do not limit my assessment methods to one standardized format, nor may the assessment criteria be the same for every student. With project-based learning, I am able to allow students to demonstrate acquisition of knowledge in a variety of forms.
How do I involve students in the assessment process? This is a new concept for me and frankly I am not sure of my position yet. I have not involved students in contributing input in the assessment process. I am starting a new unit this week and I will play with the idea with my class to see where they go with it. If I see they set reasonable standards that are challenging yet obtainable, I will consider implementing the concept. If they set low standards which require minimal work and effort on their part, needless to say it won’t happen.
Reflect on how the focus of this module has helped you plan and create your unit plan.
This module helped me to create a unit that takes into account differentiated instruction, instead of a one size fits all approach. It also has helped to me focus on problem based learning as opposed to workbook assignments that have no real connection with real world learning. It has also helped me plan for different types of assessments that are done throughout the unit.
How do I assess student learning?
I incorporate both formative and a summative assessments. Formative - observing, asking questions, and student journaling throughout the lesson. Summative - formal unit tests and student presentations (i.e. PowerPoint) with use of a rubric.
How do I involve students in the assessment process?
Students assess their own contributes and those of their teammates using a rubric. I would like to involve students in the creation of the unit rubric. I think it would create a stronger sense of ownership of their own learning.
It becomes very clear in this module that when creating the unit plan, assessment is an integral part that is continuous throughout. Reflecting on the assessment strategies I use now (activity 1 in Module 5) clearly indicate there are some crucial gaps that I need to analyze. Foremost, looking at this module in term of creating my unit plan has forced me to examine the many different assessment strategies that I can use.
Assessing student learning will involve assessing content as well as higher order thinking skills. The assessment tools include (but are not limited to) checklists, goal setting, graphic organizers, reflective questioning, and rubrics. When creating rubrics, an important and helpful concept learned is that they should include traits that identify the objectives and descriptors that describe the performance.
I would involve students in the assessment process throughout many stages. This includes goal setting, rubrics, self-reflection questions, checklists, and peer assessments.
I can assess student learning by doing it in small increments throughout the teaching process. Assessing should focus on content & skills both to ensure that the whole process is student-centered.
I can involve students in the assessment process by using rubrics that identify the objectives & what describes them. I will make sure that I use student-friendly language & ask the students for their input.
I use two type of assessments to assess my students, formative and summative. Formative assessment is an inprocess or informal assessment.I use that while teaching math for example. I put problems on the board for the students to do on personal whiteboards. As they are doing the problems, I circulate around the room, observing the students. I provide individual help where needed and encouragement to students doing the process correctly. I use formative assessment in science also. Before starting a new lesson within a unit or chapter I verbally quiz the students about important concepts already covered. Summative assessmen, a formal assessment at the end of a unit or chapter is normally accomplished by a paper and pencil assessment after a review and informing students of what will be on the test.
How do I involve students in the assessment process? I involve my students in the assessment process by including their input in the development of it. For example, we recently wrote an essay called, "My Role in Protecting the Environment". To help the students , we developed as a class an assortment of topics that would or could be included. To develop the final assessment, students gave their opinions of what should be "on the test" in their words. With some guidance I steered them to include appropiate writing conventions. I then wrote up a formal rubric so the students would know exactly what was required.
The focus of this module has helped me to have a new idea on how to present technology to my students. The junior high classes are in computer lab every day and I struggle with things to keep them busy and interested (I am not a trained teacher). This gives me unit plan where they are more involved in deciding which direction we go in each day and gives us a "theme" to work on. Studnet assessment will come from the students themselves. Are they excited about what they are doing in Lab? Do they ask questions and seek out answers? Do they come in a get right to work? If they do these things then to me we are successful.
I am planing on using a rubric method of assessment with this unit. Other examples of assessments for this unit could be: Multiple choice, Matching, True/false, Fill-in-the-blank, Short answer, Dioramas, Science fair projects, Artwork, Oral reports, Group or individual problem solving tasks, a collection of student work and that can include, Projects, Papers, Teacher evaluations, Student reflections, Video and audio tapes.
How do I involve students in the assessment process?
I would provide information to students on their growth and development over time. Assessments of the students would be a process that is cumulative. Even though “one-shot” assessment is better than none at all. The point is to monitor each child's progress towards the intended goal(s) in a "spirit" of continuous growth. Along the way, the process of the assessment(s) will be evaluated and refined in light of emerging insights that I see.
I would assess the students learning throughout the project that the students are working on. This will let me know of anything right away in the unit that needs to be addressed to those students that are missing it.
I would involve the students in the assessment process by using rubrics, reflection questions, and checklists that go with the unit that we are doing.
The creation of this unit has forced me to view each child individually. The focus is on differentiated instruction which will allow for more student involvement at his/her level. It also has moved me into a uncomfortable area of technology that I don't often use. Student learning is assessed in smaller sections that guide the project. The rubric lets them know what is expected and allows them choices. It is very clear cut. They become responsible for their learning. The checklist is a quick tool to guide them as well.
The focus of this module made me pay more attention to the use of assessments and rubrics to check for understanding throughout the unit. I now use checklists, graphs, rubrics and journals.
I will assess student learning by using a project based assessment and a student assessment (graph)that demonstrates student understanding and knowledge of the unit.
I involve students in the assessment process by giving them a checklist to keep track of their work, making them aware of what is expected and taking some responsibility for their own learning.
One of the features of this module that I found particularly valuable was the emphasis on building a foundation with Content Framing Questions. Creating CFQ’s and using them as guidelines throughout the planning process has enabled me to avoid branching off in several directions (some not entirely relevant), and complicating things unnecessarily. CFQ’s provide simplicity and clarity not only in planning, but throughout implementation and assessment.
For me, assessment of student learning is an ongoing process in which I incorporate a variety of techniques that are largely dependent upon individual learning styles and capabilities related to working in cooperative learning settings.
Students are involved in self-assessment, as well as peer assessment, during each cooperative learning experience. I find this helps them stay on target with learning goals and enables me to gain a larger perspective from which to do my own assessments. In addition, among my older students, using exit slips is a valuable assessment strategy that allows them to share ideas and questions in a confidential manner while letting me know what they are specifically taking from the lessons and what objectives still need to be met.
How do I assess student learning? The goal of student-centered assessment helps me with the planning of the unit, because I am better able to remember just what it is I want the students to learn and gain from the lesson. When I have a good handle on just what it is they are to gain, I can then determine projects and assessments for those projects that will best enhance the learning and that are appropriate to the task and to the individual student. Assessments may also vary with the different students, depending on how individuals best learn and demonstrate their learning.
How do I involve students in the assessment process? I can involve students in the assessment process by implementing checklists and rubrics so they have a clear understanding of just what it is they are to learn. I can also have them do self-evaluations with reflection questions and have them set goals for themselves. I can also involve them in the assessment process by having them give and receive feedback from their fellow students.
This unit planning has helped me so much to plan in a deep and thorough way that normally we do not have time to do. I am excited and want to work on other units using this format this summer because it is so much more engaging for the students when you focus on a project based unit.
I assess student learning with ongoing assessment checks throughout the lesson. Examples of checks that I use include thumbs up/thumbs down, ticket out, notecard response, think-pair-share etc. By doing this, you have a good idea of where students are at in the learning process and what concepts require more time. If you wait until the end of the unit it is often too late.
I involve students in the assessment process by allowing them to do peer editing activities, letting them set guidelines for certain assignments, and evaluating each others final product. I also use a variety of rubrics and the students and I will discuss if it is a useful and understandable tool or if something needs to be adjusted for it to be most effecive.
Knowing that my students are a part of the learning process and making sure they are following along with the rest of the class has help me create this unit. Keeping them and myself on task is one of the biggest issues for me at this level.
Teacher observation is one of the biggest parts of my assessment plan. At this level the kids can't just sit down and take a test, they need a lot of help to take written tests.
I tend to get involved with what I am teaching and forget to do any type of assessment so having them involved with the assessment take a beg load off my shoulders.
The focus of this module has helped me plan and create my unit plan by making me more aware of what it is I want my students to really focus on and specific knowledge I want them to walk away with. I have been introduced to several new ways to assess my students’ work.
I am assessing student learning with student-centered assessments. I have incorporated checklists by which students can get immediate feedback on their work. They have learned about goal setting, helping them focus on what it is they will be learning. During the unit, there will be constant questioning from me as well as reflective prompts to see if everyone is on track, and refocus those who aren’t.
Since learning to create and use my project plan, I have been introduced to various ways I can involve students in the assessment process. My students have access to checklists and rubrics for immediate feedback. Before beginning the unit, the students set goals, and predict what they will be learning. They will also be giving and receiving feedback from their peers. Self-assessment seems to have a positive impact on student’s learning.
This class has really made me more aware of using lots of different ways to assess the students. I love the rubrics and checklists. I assess the students using observation and checklists. I also use a few rubrics. I plan to make more rubrics for other projects we do. How do I involve students in the assessment process? I have them do some positive peer assessing. I also feel that a rubric is self assessing since the student can basically choose their own grade. A check list also help them assess themselves. They can journal how they felt they did and what they learned.
17 comments:
Focusing on how to plan for student success has helped me create my unit plan because I am able to create activities based upon what I want the student to understand. This understanding then turns into a student demonstrattion of knowledge.
I will be assessing student learning based on rubrics created for both the poster and powerpoint presentations (they have created using a rubric).
I involve students in the assessment process by creating guidelines for the projects with them. Then I use those guidelines to create assessment rubrics, which I give to them to use when creating their projects.
Reflect on how the focus of this module has helped you plan and create your unit plan.
This module has reinforced concepts learned in the prior Intel course and again has made me focus my attention on how to implement summative assessments throughout the unit which address a variety of learning styles. I now use more journal writing, peer feedback,rubrics, and allow for a wider range of expression of understanding than I have prior to the Intel course. Creating the student sample was beneficial to ensure that student learning is targeted at 21st century skills.
How do I assess student learning?
How I assess learning will vary depending on what my objective is. All of the assessment tools listed in module 5 are valid at different times. I do not limit my assessment methods to one standardized format, nor may the assessment criteria be the same for every student. With project-based learning, I am able to allow students to demonstrate acquisition of knowledge in a variety of forms.
How do I involve students in the assessment process?
This is a new concept for me and frankly I am not sure of my position yet. I have not involved students in contributing input in the assessment process. I am starting a new unit this week and I will play with the idea with my class to see where they go with it. If I see they set reasonable standards that are challenging yet obtainable, I will consider implementing the concept. If they set low standards which require minimal work and effort on their part, needless to say it won’t happen.
Reflect on how the focus of this module has helped you plan and create your unit plan.
This module helped me to create a unit that takes into account differentiated instruction, instead of a one size fits all approach. It also has helped to me focus on problem based learning as opposed to workbook assignments that have no real connection with real world learning. It has also helped me plan for different types of assessments that are done throughout the unit.
How do I assess student learning?
I incorporate both formative and a summative assessments. Formative - observing, asking questions, and student journaling throughout the lesson. Summative - formal unit tests and student presentations (i.e. PowerPoint) with use of a rubric.
How do I involve students in the assessment process?
Students assess their own contributes and those of their teammates using a rubric. I would like to involve students in the creation of the unit rubric. I think it would create a stronger sense of ownership of their own learning.
It becomes very clear in this module that when creating the unit plan, assessment is an integral part that is continuous throughout. Reflecting on the assessment strategies I use now (activity 1 in Module 5) clearly indicate there are some crucial gaps that I need to analyze. Foremost, looking at this module in term of creating my unit plan has forced me to examine the many different assessment strategies that I can use.
Assessing student learning will involve assessing content as well as higher order thinking skills. The assessment tools include (but are not limited to) checklists, goal setting, graphic organizers, reflective questioning, and rubrics. When creating rubrics, an important and helpful concept learned is that they should include traits that identify the objectives and descriptors that describe the performance.
I would involve students in the assessment process throughout many stages. This includes goal setting, rubrics, self-reflection questions, checklists, and peer assessments.
I can assess student learning by doing it in small increments throughout the teaching process. Assessing should focus on content & skills both to ensure that the whole process is student-centered.
I can involve students in the assessment process by using rubrics that identify the objectives & what describes them. I will make sure that I use student-friendly language & ask the students for their input.
How do I assess student learning?
I use two type of assessments to assess my students, formative and summative. Formative assessment is an inprocess or informal assessment.I use that while teaching math for example. I put problems on the board for the students to do on personal whiteboards. As they are doing the problems, I circulate around the room, observing the students. I provide individual help where needed and encouragement to students doing the process correctly. I use formative assessment in science also. Before starting a new lesson within a unit or chapter I verbally quiz the students about important concepts already covered. Summative assessmen, a formal assessment at the end of a unit or chapter is normally accomplished by a paper and pencil assessment after a review and informing students of what will be on the test.
How do I involve students in the assessment process? I involve my students in the assessment process by including their input in the development of it. For example, we recently wrote an essay called, "My Role in Protecting the Environment". To help the students , we developed as a class an assortment of topics that would or could be included. To develop the final assessment, students gave their opinions of what should be "on the test" in their words. With some guidance I steered them to include appropiate writing conventions. I then wrote up a formal rubric so the students would know exactly what was required.
The focus of this module has helped me to have a new idea on how to present technology to my students. The junior high classes are in computer lab every day and I struggle with things to keep them busy and interested (I am not a trained teacher). This gives me unit plan where they are more involved in deciding which direction we go in each day and gives us a "theme" to work on.
Studnet assessment will come from the students themselves. Are they excited about what they are doing in Lab? Do they ask questions and seek out answers?
Do they come in a get right to work?
If they do these things then to me we are successful.
How do I assess student learning?
I am planing on using a rubric method of assessment with this unit. Other examples of assessments for this unit could be: Multiple choice, Matching, True/false, Fill-in-the-blank, Short answer, Dioramas, Science fair projects, Artwork, Oral reports, Group or individual problem solving tasks, a collection of student work and that can include, Projects, Papers, Teacher evaluations, Student reflections, Video and audio tapes.
How do I involve students in the assessment process?
I would provide information to students on their growth and development over time.
Assessments of the students would be a process that is cumulative. Even though “one-shot” assessment is better than none at all. The point is to monitor each child's progress towards the intended goal(s) in a "spirit" of continuous growth. Along the way, the process of the assessment(s) will be evaluated and refined in light of emerging insights that I see.
I would assess the students learning throughout the project that the students are working on. This will let me know of anything right away in the unit that needs to be addressed to those students that are missing it.
I would involve the students in the assessment process by using rubrics, reflection questions, and checklists that go with the unit that we are doing.
The creation of this unit has forced me to view each child individually. The focus is on differentiated instruction which will allow for more student involvement at his/her level. It also has moved me into a uncomfortable area of technology that I don't often use.
Student learning is assessed in smaller sections that guide the project. The rubric lets them know what is expected and allows them choices. It is very clear cut. They become responsible for their learning. The checklist is a quick tool to guide them as well.
The focus of this module made me pay more attention to the use of assessments and rubrics to check for understanding throughout the unit. I now use checklists, graphs, rubrics and journals.
I will assess student learning by using a project based assessment and a student assessment (graph)that demonstrates student understanding and knowledge of the unit.
I involve students in the
assessment process by giving them a checklist to keep track of their work, making them aware of what is expected and taking some
responsibility for their own learning.
One of the features of this module that I found particularly valuable was the emphasis on building a foundation with Content Framing Questions. Creating CFQ’s and using them as guidelines throughout the planning process has enabled me to avoid branching off in several directions (some not entirely relevant), and complicating things unnecessarily. CFQ’s provide simplicity and clarity not only in planning, but throughout implementation and assessment.
For me, assessment of student learning is an ongoing process in which I incorporate a variety of techniques that are largely dependent upon individual learning styles and capabilities related to working in cooperative learning settings.
Students are involved in self-assessment, as well as peer assessment, during each cooperative learning experience. I find this helps them stay on target with learning goals and enables me to gain a larger perspective from which to do my own assessments. In addition, among my older students, using exit slips is a valuable assessment strategy that allows them to share ideas and questions in a confidential manner while letting me know what they are specifically taking from the lessons and what objectives still need to be met.
How do I assess student learning?
The goal of student-centered assessment helps me with the planning of the unit, because I am better able to remember just what it is I want the students to learn and gain from the lesson. When I have a good handle on just what it is they are to gain, I can then determine projects and assessments for those projects that will best enhance the learning and that are appropriate to the task and to the individual student. Assessments may also vary with the different students, depending on how individuals best learn and demonstrate their learning.
How do I involve students in the assessment process?
I can involve students in the assessment process by implementing checklists and rubrics so they have a clear understanding of just what it is they are to learn. I can also have them do self-evaluations with reflection questions and have them set goals for themselves. I can also involve them in the assessment process by having them give and receive feedback from their fellow students.
This unit planning has helped me so much to plan in a deep and thorough way that normally we do not have time to do. I am excited and want to work on other units using this format this summer because it is so much more engaging for the students when you focus on a project based unit.
I assess student learning with ongoing assessment checks throughout the lesson. Examples of checks that I use include thumbs up/thumbs down, ticket out, notecard response, think-pair-share etc. By doing this, you have a good idea of where students are at in the learning process and what concepts require more time. If you wait until the end of the unit it is often too late.
I involve students in the assessment process by allowing them to do peer editing activities, letting them set guidelines for certain assignments, and evaluating each others final product. I also use a variety of rubrics and the students and I will discuss if it is a useful and understandable tool or if something needs to be adjusted for it to be most effecive.
Knowing that my students are a part of the learning process and making sure they are following along with the rest of the class has help me create this unit. Keeping them and myself on task is one of the biggest issues for me at this level.
Teacher observation is one of the biggest parts of my assessment plan. At this level the kids can't just sit down and take a test, they need a lot of help to take written tests.
I tend to get involved with what I am teaching and forget to do any type of assessment so having them involved with the assessment take a beg load off my shoulders.
The focus of this module has helped me plan and create my unit plan by making me more aware of what it is I want my students to really focus on and specific knowledge I want them to walk away with. I have been introduced to several new ways to assess my students’ work.
I am assessing student learning with student-centered assessments. I have incorporated checklists by which students can get immediate feedback on their work. They have learned about goal setting, helping them focus on what it is they will be learning. During the unit, there will be constant questioning from me as well as reflective prompts to see if everyone is on track, and refocus those who aren’t.
Since learning to create and use my project plan, I have been introduced to various ways I can involve students in the assessment process. My students have access to checklists and rubrics for immediate feedback. Before beginning the unit, the students set goals, and predict what they will be learning. They will also be giving and receiving feedback from their peers. Self-assessment seems to have a positive impact on student’s learning.
This class has really made me more aware of using lots of different ways to assess the students. I love the rubrics and checklists.
I assess the students using observation and checklists. I also use a few rubrics. I plan to make more rubrics for other projects we do.
How do I involve students in the assessment process? I have them do some positive peer assessing. I also feel that a rubric is self assessing since the student can basically choose their own grade. A check list also help them assess themselves. They can journal how they felt they did and what they learned.
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