Module 43 Blog

Module 43 Blog: How did you feel about taking standardized tests in secondary school? In what ways did your high school prepare you for standardized tests? If you had the ways and the means how would you do it differently? When I was in secondary school, the only standardized tests I had to take were the SATS and the ACTS since I went to private school. I know I had it pretty easy since most schools had their own state standardized tests, but even just the tests I had to take stressed me out. In school they would give us practice exams and explain to us the importance of taking the tests and doing well. The days leading up to both tests were pretty stressful for me and I really thought that my tests scores would depict where I would get into school. Our school not only gave us the practice SAT, but also gave us the option of taking weekend classes to prepare ourselves for the tests. I personally could not take the weekend classes because there were expensive and I could not pay for them, but if I could I would have taken them. Those that were able to take them seemed to be better prepared for the tests than I had been. If I had the chance to do it all over again, I think I would try to find a way to take the classes. I would also have spent more time preparing for it. I was so stressed out for the test that I barely slept the night before, so I think if I could do it over again I would relax and sleep better. In the end though, I did the best that I could at that time, but more prep could have benefited me.

Assessment Pamphlet

Case Study

Assignment: In addition to the criteria for what constitutes quality work and having student self-assess, list some additional guidelines for Miss Wren to remember when developing a rubric. In order to make the most of grades and increase her students’ chances of success, what should Ms. Wren keep in mind when grading her students?

One of the most important aspects that the rubric for the oral book report needs to include is reliability and validity. This means that the rubric should keep the grading consistent for each student no matter what the student’s work ethic or likeability is. In terms of validity, Ms. Wren needs to remember that the rubric needs to measure what it is intended to measure. A way to make sure that the rubric is reliable is by assigning a specific number of points in total which can be reached by achieving the different requirements. This allows her students to get an equal grade as long as they understand the conditions or qualities of the presentation. Students will be able to know what is expected of them all, which hopefully gets rid of any bias. As a result of making the rubric as a class, students won’t have to feel as if they lack knowledge or struggle with a certain part of the assignment due to race, gender, or class. In conclusion, by having her students aware of the rubric of the requirements and actually having a say, Miss Wren will have made the students’ expectations clear and fair for all of her students.

            When it comes to grading her students, Miss Wren should keep a few things in mind to increase her students’ chances of success. Every student has their own individual strengths and weaknesses. She needs to understand that some of her students may be able to conduct a good book report, but struggle when it comes to presenting it with confidence. Miss Wren should also take into consideration how well her students attempted the assignment or how much effort was put in. It is important that Miss Wren encourage her students and not make them fearful of being graded on it. She should also congratulate them for trying to do their best work on the assignment.      

Module 42 Blog

Blog: Differentiate between formative and summative assessment and give examples of how each might be used in your own teaching situation.

            Formative assessment and summative assessment are very different. Assessment that occurs before or during instruction is formative. Formative is also usually ungraded and helps form instruction. For example, I might use formative in my own teaching by giving my students in class activities after I teach them a lesson. So say that we learned a lesson on math, I might have my have my students play a math game, just so I can get an idea of whether or not they understand the concept. I could also do what some of my classes now do, which is to have a pop quiz but not actually grade it. On the other hand, summative occurs after instruction. It summarizes students’ accomplishment and is usually graded. In my class, I could use summative assessment by having a big chapter test after covering all the information with them. Another way to assess them this way would be by having them do graded projects or papers.    

Module 34 Blog

Module 34 Blog: Do you think it is generally true that first graders have more curiosity and are more motivated to learn than sixth graders or high school students? If so, can you explain the decline? Be careful to consider the development that occurs during this time period.

            I think sometimes it is true that first graders have more curiosity and are more motivated to learn than sixth graders or high school students. When you are in first grade there is just so much to learn because it is basically the beginning of your educational career which I think makes kids curious. Everything is new to them in the beginning. Over time I think that a good portion of the curiosity may be lost, but as we get older we become more motivated to learn. Maybe not in sixth grade, but as a high school student we become very motivated in order to get into college and strive for a career. I think that the decline of curiosity may be that once we have a basis of knowledge and we get older, we may become more interested in other things such as our social life, which can take away from our curiosity in school. As time goes on we begin to develop our intrinsic and extrinsic motivations which are the reasons as to why we strive for things. As a first grader our motivations are different then by the time when we reach high school. Usually when you are younger, you are in school because you have to be and your parents motivate you to go, but over time our own ideas and opinions start to motivate us.