EDUC 6153 - Assessment as an Instructional Practice

July 7, 2014 - Day 1/5 of EDUC 6153 - Assessment as an Instructional Practice

July 7, 2014

I started a new course yesterday at St. Thomas University called Assessment as an Instructional Practice with Dr. Ray Williams. The classes are seven hours long with a brief break for lunch. Class started with a pre-assessment and discussion around formative assessment. We then established teams with associated norms and protocols. Our first individual/team task was to review a philosophy assignment and score the assignment using a rubric. This was following by a class comparison of our scores and a discussion about reliability and interpretation of assessment. We had a class discussion about the purpose of assessment and the kinds of assessments.

The afternoon involved team discussion about Ch 1 in our textbook (see below) by Thomas R. Guskey. We filled out a team feedback sheet and submitted the assignment to another team for peer assessment. The team feedback sheet was submitted to Dr. Williams for assessment.

Our team reviewed Ch 3 by Rick Stiggens. We filled out a team feedback sheet and submitted this sheet to Dr. Williams for assessment. The day ended with a discussion around metal models for assessment.

 Reeves, Doug, (2007). Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Solution Tree Press, Bloomington, IN.

Team Feedback Sheet. Ch 1

1. What was the main topic of the reading?

How teachers can effectively use assessment to improve instruction and enhance student learning.

2. How did this topic/reading contribute to Assessment?

This introduces the concept of assessment for learning.

3. What were the three most important points that your team identified concerning this topic?

a. Assessment is a useful process that informs both student and teacher about their learning and provides opportunity for correction and improvement.

b. Teachers use assessment to provide assistance to help all students demonstrate their  learning through repeated performance as required.

c. Mastery Learning enhances students self-confidence.

4. What unanswered questions does your team have on this topic?

How do we motivate students to self-correct and make improvement? Ans - Teach them how and reinforce their subsequent improvement.

July 7, 2014 - Day 1/5 of EDUC 6153 - Assessment as an Instructional Practice Cont..

                                                         Team Feedback Sheet. Ch 3

1. What was the main topic of the reading?

Design appropriate assessment that continue to motivate students to achieve their best.

2. How did this topic/reading contribute to Assessment?

It provided the components of how to build a quality assessment,

3. What were the three most important points that your team identified concerning this topic?

a. How to design a clear assessment that meets intended purposes and promote classroom/student resources.

b. Teach feedback needs to be descriptive and non-judgmental.

c. Productive assessment for student learning motivates students to meet goals.

4. What unanswered questions does your team have on this topic?

How do we motivate the enriched students to achieve greater level of achievement? By providing choice and meaning to the work they encouraged to do.

 Reeves, Doug, (2007). Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Solution Tree Press, Bloomington, IN.