If the majority of the kids are doing good on the test it shows the they are learning from the teacher. ( NCLB source 2 pg. 4 The test will also show if the teachers are teaching the kids what they need to learn for the test to do good on it. It shows if the kids are actually paying attention. If the kids are paying attention in class they will do good on the test.
It identifies any weaknesses in a student’s knowledge such as gaps and misconceptions the teacher would normally fail to notice. It will allow the teacher the ability to modify any lessons surrounding these misconceptions. It is very similar to a formative assessment since it allows the teacher to check on the student's progress and understanding. Through these interviews, the teacher can reduce misconceptions in the lessons and promote understanding of the curriculum which will help the student in their following academic
Standards-Based Assessments Standards-based assessment is the primary outcome of standards-based reform. Well-designed tests ensure that all students have the knowledge and skills that they need to succeed at the next level. By using multiple and diverse sources, teachers can be certain that they have enough evidence to assess student learning. Understandably, the new way of teaching has had some teachers in a quandary as to the best method for panning lessons. Since the author is not currently teaching in the
Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin. Week 3 – Collaborative Learning Community: Educational Program on Risk Management: Outline of Topic Details: This is a CLC
Recognizing and honoring these differences through “varied approaches to content, process, and product” is the purposeful way a teacher can create a differentiated classroom (Tomlinson, 2001, p. 7). As students interact with content, process it and create products, teachers need to track progress and grade student work. This paper is a review of literature and reflection on grading in a differentiated classroom. Summaries of Literature Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom
The middle school students increased their abilities to locate main ideas when challenged with exercises in the lesson cycle. The lesson cycle was effective because it gave students practice with text structures, signal words, and graphic organizers (Montelongo, Herter, Ansaldo, & Hatter, 2010). The students also confirmed their comprehension through the correct rewriting of the given text. The authors conclude the study by acknowledging that further study is needed in order to evaluate the quality of expository writing and its effectiveness on comprehension. They further recognize that this study was limited to the specific use of main idea placement in either the first or last
A survey sheet was also given to all students. I read the questions on the questionnaire and the students made note of their responses on the questionnaire. The students’ answers will be scored and the results examined to determine the effectiveness of peer tutoring on reading comprehension
Along with positives for the students, there are positives for the teacher’s also. Teachers have a framework for understanding what students have learned or should have learned before arriving in the classroom (Gardner and Powell, 2013). The focus on skill doesn’t mean teachers should abandon the content but rather it also offers a clear framework of what skills the student should be able to do instead of what they should know (content). Common core standards are a good step in clearly defining what students need to know and be able to
This assessment is good in determining the content areas that in need for more attention for each student. This assessment covers the content areas of Math, reading, writing, and listening. Scores are a good tool to determine whether an ELLs is deficient in their English skills in each of the content areas in which he or she scores low, and give the teacher a clear understanding about which standards the student needs to have more of an intensified instruction
In truth, there are three types of teachers: Informative, nonchalant and friendly. There are specific teachers for each students and it is the student's job to figure out which type of teacher is compatible with their way of learning. First off, an informative teacher is the type of teacher that gives students the most information and can be more intuitive as far as teaching. These types of teachers are, basically, for students who desire someone who is straight-forward and bestows facts as well as valuable details needed in order to pass the class. For example, if a student is in this specific teacher's class, he or she will be bombarded with material the teacher presents.