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Module 2 Assignment 1, Module 3 Discussion wtth samples of formative assessments we use.

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Module 1 Discussion 1

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Module 1 Create and Share a depiction of standardized and authentic assessments.
Module 2 Discussion

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We were asked for a visual representation showing the difference between standardized tests and authentic assessments for this discussion post. While I understand the need for high-stakes standardized testing, there does need to be a standard by which students are measured. However, standardized tests fail to take into account the entire picture of what a student knows. The information that standardized tests convey a myopic focus. Authentic assessments include many ways for students to show what they know. Researchers know that through triangulation, we get the most reliable and valid data. Thinking back to state assessments this spring, the multiple-choice portion will not tell the story of an emerging reader or mathematician. I do agree; however, there should be a standard by which to measure students.

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Bateman ED 887 Module 2 Assignment 1 Comparison of Assessments 

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Self Reflection: During the study of formative and summative assessments it was nice to refresh my memory of their usage and intent. I especially connected with the concept of assessment for learning and the assessment of learning. I now realize more than ever how important it is that formative assessments give information that guides our teaching and student's learning. Using the information gained from formative assessments to reteach will result in summative assessment results being less of a surprise.

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Module 2 Assignment 2, Matching Assessments to Learning Target and Making an assessment blueprint

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Bateman ED 887 Module 2 Assignment 2 Target Method Match Assessment Blueprint

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After reading about the keys to consider when creating assessments, the target method match was a helpful tool to organize and map out an entire unit. Aligning assessments with learning objectives is a main key in creating authentic assessments. This tool will assist me to develop my assessments and help to keep of the outcomes I must teach.

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Module 3 Discussion
Module 3 Assignment 1
Module 3 Assignment 2
Module 4 Assignment 1

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Bateman ED 887 Module 3 Assignment 2 Written Response

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These assignments reflect constructing types of assessments using the target method match and assessment blueprint to ensure valid and reliable results. These assignments asked me to think about what kinds of questions would be best suited for specific learning targets.

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Module 4 Assignment 2

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Bateman ED 887 Module 4 Assignment 2 Rubric Evaluation Form

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Getting the chance to critque the rubric helped me to recognize that rubrics are a work in progress. I also came to realize the more detailed you make a rubric the clearer the picture of what the student is to be doing and the more consistent results you will get in terms of grading.

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Module 5 Assignment 1
Module 5 Assignment 2

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Bateman ED 887 Module 5 Assignment 1 Learning Log

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Bateman ED 887 Module 5 Assignment 2 target method combined

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This outcome seemed to be the pinacle of the course, it was all leading up to this. I have included my assessments for one unit assignment and the personal communication assessment method because it was not apart of my unit. These assignments seemed like where all the pieces seemed to fit together and all that we had been learning about camoe together.

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Module 5 Assignment 2

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Bateman ED 887 Module 5 Assignment 2 target method combined

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I learned a lot from creating assessments. With so many parts to look at, it was a huge undertaking, especially for me who over thinks everything. However, each time I had to justify the assessment pieces for alignment the more I learned. This assignment also opened my eyes to the fact that students deserve many opportunities and ways to show mastery. It's unfair to recognize that students don't all learn in the same, yet fail to recognize that students are unable to show mastery in the same way.

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Module 6 Assignment 2

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Bateman ED 887 Module 6 Assignment 2 Portfolio Plan

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While I knew that some teachers used portfolios as an assessment piece I was unsure how it could be used in this manner. After this assignment I came to realize that portfolios can be used formatively or summatively and are a great way to not only show a student's strengths but also where they can show improvement. In my porfolio assignment I created a celebration portfolio where the students could select their own work. I think its important for students to showcase thier own work and teach them to proud of themselves!

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Module 6 Assignment 1

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Bateman ED 887 Module 6 Assignment 1 Reflection of Ch 9

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One of the ideas that I want to try was from chapter 9. The example teacher stated that she posted her objectives, referenced them, but did very little with them other than that. I identified with this because I do that as well and realize that it is an ineffective practice. So the teacher in the textbook fixed this by having her students document their learning progress on the objectives throughout the unit. I have found that the more accountability I give my students the more engaged in learning they are.

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Module 7 Assignment 1
Module 7 Assignment 2

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Bateman ED 887 Module 7 Assignment 1 Self Rating Activity

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Bateman ED 887 Module 7 Assignment 2 Course Reflection

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I'll be the first to admit I rely heavily on assessments that are created for us by our district and curriculum coaches. However, I now have the tools to evaluate these assessments, revise these assessments as needed to accurately reflect what my students know. I have come to recognize the importance of identifying verbs and types of learning targets to best match them with strong assessment matches. Before I thought that multiple response and written response assessment methods were the best measure because they were the ones so frequently used in curriculum made assessments. Now I realize how limiting they are and incorporating different methods will provide valid and more accurate results. I have now come to realize how undervalued rubrics have become in the primary grades as we don’t tend to use them often. Now I see rubrics as not only a tool that is helpful for me as the teacher but also helpful to my students as well. Rubrics can help keep a teacher accountable to what is being taught. It wouldn’t be fair to assess with a rubric with skills that haven’t even been taught. A well detailed rubric can act as a guide for students to show them exactly what their teacher expects and can show them how to achieve expectations or even exceed them.

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While my district and curriculum team creates the majority of the assessments we give, this learning has opened my eyes to what goes into creating them. After reading about these five keys, I have gained insight into making an assessment that yields reliable and authentic data.

In this assignment, I shared the positive and negative experiences I encountered concerning assessments. Afterward, I was able to explain the missing keys to my negative experience and the present keys to my positive experience.