You should carefully consider and prepare your answers and bring appropriate evidence from your field experience to support your answers.
1. Describe your philosophy of assessment and evaluation. In describing your philosophy, you are expected to address the theory and practice studied this semester.
2. Describe how you used assessment and evaluation in your field experience.
– Consider how you used formative and summative assessment,
– what assessment/evaluation tools you used,
– how you involved students in the assessment/evaluation process,
– Differentiation and accommodations you made for equitable assessment/evaluation, etc.
3. How closely did your assessment and evaluation practices in the field align with your philosophy? If there were discrepancies between your philosophies and practice, describe the barriers that prevented you from realizing your vision. Describe how you might address/overcome these barriers in your internship.
4. Based on ECS 410 and your field experience, what are the 3 key learnings you have taken away from this semester about assessment and evaluation? Why will these 3 things be so important to your teaching practice?
- My philosophy of assessment and evaluation has changed since my pre-internship. I used to believe that assignments should be handed in on the due date and that’s that and that was simply because I was the student that always had my work done and I felt if I could do it, so could everyone else. Now that I’m starting to see things from both sides I realize that everyone always handing things in on time is not a reality. Students have their own lives, their own problems and that’s just how things work. I am starting to feel like being more relaxed with assignments would help my students and ultimately me. The only thing that hasn’t changed is that tests are tests; you are either there or you aren’t. Of course, students with valid reasons would have exemptions or re-write days. I definitely believe that course work throughout the semester will be a better indication of student achievement than the final examination that requires students to regurgitate information from the beginning of the year all the way through to the end. Expecting students to remember that much content in that extent isn’t fair to them. If it were up to me, I wouldn’t have final examination. I don’t like how much pressure they put on students and how much stress they can cause. Gauging my students’ progress throughout the semester is more beneficial in my opinion. Constantly assessing my students’ progress is also essential, even if that simply means taking notes as to how many students struggle with a certain topic and covering it again. I believe that exit slips are a good way to gauge students and they are something I plan on using quite frequently.
- I used mainly formative assessment in the classroom in the form of exit slips and one homework assignment. The exit slips were something that the students were used to so I tended to work towards those. I also felt as though I didn’t get to do enough bonding with students for them to trust my judgement in giving assignments in physical education. My partner and I gave the students an assignment for our media lesson and the first thing that came out of our students’ mouths was “What?! Homework in phys. ed.?” I didn’t really find that I involved my students in the assessment/evaluation process. I didn’t really know how I could involve my students in the process when I knew that exit slips was the way I was going.
There was a summative assessment for a science in the form of an examination to close out a science 9 unit. We administered the examination but had no part in writing the exam. Also, for science, there was a summative assignment in the form of a final project. This project was for their space unit. My partner and I helped our cooperating teacher come up with some of the questions and scenarios for the assignment.
- I don’t think I really had any discrepancies in my philosophies and practice. The only thing that changed was my opinion on how assignments should be handed in. I liked the way that my cooperating teacher ran her class; she more or less let students hand things in when they wanted. The thing is, with the no zero policy, there is nothing she can do but accept the assignments. I believe she handles this in a very positive way. The only thing that she doesn’t have leniency for is quizzes/tests/examinations. She had no tolerance for missing these without a good reason. I am starting to side with this teacher in how these assessment practices work. I like the idea of having a deadline for homework but allowing leniency for my students. I realize that students are just like any other human being and they have their own lives and their own problems to worry about. There will be days that they might be tired, upset, grumpy, and not willing to work; we need to accept these days and give our students the benefit of the doubt. I believe that so long as I acknowledge my students’ needs, assessment and evaluation will run smoothly.
- The three key learnings I have taken away from this semester about assessment and
1. Allowing your students some leniency with assignment due dates can make a huge difference. I believe that understanding your students’ behaviour will have a huge part in how things will run in the classroom. If you know the difference between when your students just don’t want to do the work and when they have something in their life going wrong, that’s when you gain the respect of your students.
2. Giving students choices in assignments can make a huge difference in the quality of their work. I believe that giving students the opportunity to choose what they want to do for an assignment will up their interest and ultimately produce better quality assignments. I believe that something such as choice boards would be beneficial for me and my goals for my students.
3. The formative assessments throughout a semester are going to be a better indication of student progress than the summative assessment at the end. The assignments done throughout are going to show you how students are doing with the content than the huge final at the end of the year. Although, the final examination would show how much information is retained throughout the year, I feel that the formative assessments throughout the semester are greater indications of student progress.