EDU 6172
Meta-Reflection
This reflection will focus on Program
Standard 6. Assessment ; The teacher uses multiple data
elements (both formative and summative) to plan, inform and adjust instruction
and evaluate student learning.
Generally, this standard is an important element in the development and
growth of teaching certification training.
This standard sets the stage for both design and implementation of
assessments in the classroom. It gives
teachers the tools for using assessments as a means of feedback and goal
attainment through the process of teaching and testing both formally and at an
informal level.
At this time, I will focus this reflection on section 6.4
Using Assessment to Provide Feedback to Students; Teacher’s feedback to students is timely and of consistently high
quality. As a new teacher, I am in
the beginning stages of understanding how to use the information I attain
through the assessment process as a means to encourage the intellectual
achievements that my students are capable of reaching.
Recently in EDU6172 I have completed
my edTPA preparation assignment which was a mock Task 3 Assessment Commentary. This task was
completed in accordance with the Science TPA handbook. As I worked
alongside my mentor teachers I was able to better understand my current
utilization of the above program standard as well as the areas by which I am in
need of improvement toward this end.
The edTPA Task 3 Assesment commentary allowed me the opportunity to closely analyze my own work as a teacher. The the assessment that I chose to analyze was part of a planetary science unit that I have been teaching to my middle school 8th grade students throughout the first half of this academic year. This was a summative assessment that covered two related investigations; Beyond the Moon and The Solar System.
This pie graph and subsequent commentary was designed to represent the proportion of students who met the learning targets with satisfactory comprehension. For my middle school students this number was 82% achievement with 18% receiving a score of 69% or lower on their formative assessment.
This second pie chart demonstrates the grades
received on the take home review given to students 4 days prior to the
test. This practice test was reviewed in
class the day before the exam. 45% of
the class received an A grade and 90% of the class demonstrated competency with
a C or better. 100% of students
completed this review I felt that it was a good way for me to get a picture of
where the class stood as far as comprehension and understanding levels. The test review provided me with an initial
feedback opportunity. I was able to gage
where students were at in their learning and attempt to fill in any gaps from
the prior weeks learning targets.
Following the exam, I used a couple of methods for feedback to my students. First off, I had my students complete a reflection. In these individual reflections, my students were able to think about the learning process and reflect on the big ideas that they were able to take away from it all. This task was assigned to all students regardless of their grade. For me as a teacher I used this opportunity to individually check in with my students and I left comments accordingly. In addition, I left the door open for them to see me after school or during lunch on Tuesdays to discuss their test results and understanding at the current time.
In addition, I use a system of test corrections. Students who did not pass the exam follow a procedure for correcting their mistakes and must clearly prove that they understand not only why their mistakes were made but what the correct choices were. Although this process can be tedious, I have seen that it is empowering as well. I feel good as a teacher about changing my students tests scores, knowing that they put this type of effort into the corrections. Please refer to below image for details.
If I were to propose a few next steps to increase effectiveness of
my feedback process following assessments I would focus on ways to assist my
not passing students toward success. In
the article Formative Assessment Empowers, Brookhart stated, “Give guidance that helps students realize they can do what they
need to do. Provide clear feedback and achievable steps toward improvement.
Help students see the connections between specific strategies that they used
and their accomplishments. If those strategies are not helping them meet the
learning target, suggest or teach them a strategy that will. Revealing the
connection between what students do and what they learn leads them
toward self-efficacy.” (Brookhart, 2008 p.56) For me this is the end goal and my hope is to
reach a place by which I am able to effectively provide such strategies.
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