Claim: Assessment that is planned in connection with the need will produce a more accurate representation of student ability.
Support: The continual growth and outstanding student performances on the 2014 OAA tests.
After taking the EDU 618 Assessment course, I discovered some changes that I needed to make in order help my students know what to expect and to clarify learning targets in my classroom. I learned the value of using a “task-specific rubric” as part of my individual assessments as suggested in Brookhart & Nitko (2011, p. 265). This approach with a rubric best fit’s the needs of my students since they have difficulty presenting knowledge through writing, or other forms of evaluation. Another suggestion that I considered was that this type of rubric also helps to align the learning targets with the state standards (Brookhart & Nitko, 2011, p. 265). The students that I teach have a wide range of ability. So, it is important to make sure that my rubric addresses the main concepts in the curriculum and gives the students an individual understanding of what is expected for each goal. The task-specific rubric also worked well with the workstations that I use in my classroom, since the work is presented in the form of a task. Daily tasks assessments of student progress helped to maintain increased growth throughout the year and supported students with the OAA at the end of the school year (see Product below).
Product
Support: The continual growth and outstanding student performances on the 2014 OAA tests.
After taking the EDU 618 Assessment course, I discovered some changes that I needed to make in order help my students know what to expect and to clarify learning targets in my classroom. I learned the value of using a “task-specific rubric” as part of my individual assessments as suggested in Brookhart & Nitko (2011, p. 265). This approach with a rubric best fit’s the needs of my students since they have difficulty presenting knowledge through writing, or other forms of evaluation. Another suggestion that I considered was that this type of rubric also helps to align the learning targets with the state standards (Brookhart & Nitko, 2011, p. 265). The students that I teach have a wide range of ability. So, it is important to make sure that my rubric addresses the main concepts in the curriculum and gives the students an individual understanding of what is expected for each goal. The task-specific rubric also worked well with the workstations that I use in my classroom, since the work is presented in the form of a task. Daily tasks assessments of student progress helped to maintain increased growth throughout the year and supported students with the OAA at the end of the school year (see Product below).
Product
References
Brookart, S. M., & Nitko, A. J. (2011). Educational Assessment of Students. Boston, MA, USA: Ally & Bacon.
Brookart, S. M., & Nitko, A. J. (2011). Educational Assessment of Students. Boston, MA, USA: Ally & Bacon.