Demonstration of Assessment Knowledge - Feedback, Portfolios, Grading and Reports by

Feedback to Learners

egarcia83_ — 2023-11-22 16:30:57 UTC

Here are some of the qualities that effective feedback has when used inside a classroom. As you see, feedback should be helpful, supportive, guiding, specific, used timely, and be objective and actionable.

Types of Feedback

egarcia83_ — 2023-11-22 18:13:18 UTC

Stages of Feedback

egarcia83_ — 2023-11-30 02:42:46 UTC

These are the stages of how effective feedback should be given:

Stage 1 (Question 1): Feed-up Feedback, letting students know about the goal and objectives they must meet.

Stage 2 (Question 2): Feedback, students should be assess on their products and discussion of how a student is achieving their goal is discussed.

Stage 3 (Question 3): Feed-Forward Feedback, students seek for areas of improvements and generate next steps for their learning.

Tips for Providing Feedback

egarcia83_ — 2023-11-30 02:49:14 UTC

Praise Efforts, Not Talents- helps develop growth mindsets.
Teach students to learn from their mistakes. It is okay to make them- we are all human!
Do Not Be Vague! Be specific with your feedback.
1. Use the WWW method (What Went Well) and EBI method (Even Better If). - Encourages critical thinkers.
DO NOT WAIT- For the end of the unit to give feedback.

Articles

egarcia83_ — 2023-11-30 03:00:44 UTC

I found these two fallowing articles while putting together my teacher toolbox for Classroom Management. They each talk about feedback. The first one talks about the importance of giving positive feedback to build classroom managements over negatives feedback. The second article talks about the differences between effort and ability praise. These article were interesting because it reminds you that we use feedback constantly, both for academically assessment and classroom management assessment. The articles are found below.

Sprouls, K., Mathur, S. R., & Upreti, G. (2015). Is Positive Feedback a Forgotten Classroom

Practice? Findings and Implications for At-Risk Students. Preventing School Failure,

59(3), 153–160. https://doi.org/10.1080/1045988X.2013.876958.

Burnett, P. C., & Mandel, V. (2010). Praise and Feedback in the Primary Classroom: Teachers'

and Students' Perspectives. Australian Journal of Educational & Developmental

Psychology, 10, 145-154. https://files.eric.ed.gov/fulltext/EJ906941.pdf.

Basis of Comparison

egarcia83_ — 2023-11-30 03:32:25 UTC

Approaches: Rubrics and Checklists

egarcia83_ — 2023-11-30 03:44:16 UTC

Give good criteria of what is expected of students. Can be used to help students improve in areas where they may need more support.

Letter Grades and Percents

egarcia83_ — 2023-11-30 03:54:44 UTC

The most common use of grades; however, does not really give enough clear and precise feedback to use for improvement.

Standard-Based

egarcia83_ — 2023-11-30 04:03:08 UTC

Newer and more effective form of grading.

Must identify standards prior to using this form of grading.

Introduction

egarcia83_ — 2023-11-30 20:05:48 UTC

Welcome to our Assessment Padlet! While there were many topics that we could have chosen from, we decided to focus on the followings three topics: effective feedback for students, incorporating portfolios, and grading and reporting grades to students and parents. These three topics we found interesting because they are practices that we will be using constantly though out our teaching practices. For example, feedback and reporting of grades should occur at a constant rate so that students are aware of their performance and know what areas to improve. Similarly, portfolios encourage student improvement because they will be getting feedback from the examples they provide for their portfolios, showing their academically growth. This Padlet, in other words, will focus on three concepts that all work to encourage students' growth mindset and prompt them to keep improving their learning and knowledge.

As you move through our Padlet, you will notice that we use evidence that comes from our co-teacher's presentations, textbook, articles, and CTs. We decided to do less writing and more visually representing what we learned. Visually representations take the form of word clouds, word webs, charts, images, tables, etc., a brief description is followed. Other topics will be noticeable within our three chosen topics, as they are all inter-connected. Using the Padlet to show our learning is a unique way of displaying because it allows us to show what we got from this course through infographics, videos, webs, etc.

Self Assessed Rubrics

alatkins1 — 2023-12-02 16:29:39 UTC

Based on the Analytic Rubric for our Demonstration of Knowledge Project we have scored ourselves a 15/15. Our justification for this grade is based on the exemplary work we have showcased.

In the criterion titled, Concepts & Supporting Evidence, we rated our project 5/5 as we exceeded the standards related to demonstrating an understanding for all 3 concepts. We supported our level of knowledge with multiple and specific examples showcasing a deep level of articulation through thought and analysis about each concept. Examples include scholarly journal articles that were individually researched and summarized as well as information from out textbook, Classroom Assessment.

In the criterion titled, Presentation (creativity, & overall thoughtfulness), we rated our project a 5/5 for this section as we went above and beyond with creativity while using the Padlet platform. We have created a collage wall project with a detailed introduction that thoroughly explains the rationale and thinking to our project based on information we have learned this semester. While also adding images related to our concepts as well as self curated mind/concept maps and word clouds.

In the criterion titled, Effort and Care (Organization), we rated our project a 5/5 for this section as our project shows that we have put thoughtfulness and consideration into the layout and format. For each section, we gave an appropriate titles and for each of the 3 concepts information and proceeded to support each concept with detailed and organized information. Overall the project has a great flow that is easy for the viewer to follow and comprehend the information we are presenting.

Articles

alatkins1 — 2023-12-02 16:50:35 UTC

Below are two articles I found related to portfolios while working on my teacher toolbox for Classroom Assessment. The first article discusses how portfolios can support the learning and assessment process for students, teachers, and parents as portfolios grant the opportunity for students to showcase their work and achievements over time. The second article that I found also discusses the benefits of portfolios as it relates to the level of involvement a student has with their coursework by giving them more responsibility, motivation, and the ability to self-assess. I found these two articles to be very informative as the research shows just how useful portfolios can be for students in their learning process as it promotes accountability and self-reflection related to coursework.

Theodosiadou, D., & Konstantinidis, A. (2015). Introducing e-portfolio use to primary school pupils: Response, benefits and challenges. Journal of Information Technology Education. Innovations in Practice, 14, 17.

Rizal, M. K., Rochmiyati, R., Ambarita, A., & Hainilah, E. Y. (2021). PORTFOLIO ASSESSMENT IN PRIMARY SCHOOLS. Jurnal Ilmiah Teunuleh , 2(2), 329-336. https://doi.org/10.51612/teunuleh.v2i2.54

Portfolios

alatkins1 — 2023-12-02 18:00:52 UTC

Portfolios have many qualities that help students keep track of their learning progress and skills development over time. They are a great tool to use in the classroom as it allows for students to showcase their work, engage parents in the learning process, and allow the teacher the opportunity to provide feedback based on specific criteria.

Types of Portfolios

alatkins1 — 2023-12-02 18:50:40 UTC

Advantages to Using Portfolios

alatkins1 — 2023-12-02 18:52:30 UTC

There are many advantages to using portfolios in the classroom! Students are actively engaged with their productivity in the classroom as portfolios allow for them to self-evaluate and self-reflect on a continuous basis. Creating portfolios allows for students to showcase their work to their parents and teachers while highlighting their accomplishments and understanding areas where improvement is needed. Students also develop skills related to decision-making in this collaborative assessment through peer reviews and teacher feedback.

Student Lead Conferences

alatkins1 — 2023-12-02 19:19:12 UTC

Student lead conferences allow for students to take more ownership of their learning and gain confidence related to academic achievements. During these type of conferences, students are able to showcase their work and progress over time to their parents which allows for both parties to be actively engaged in the learning process.

Tips on Preparation for Parent/Teacher Conferences

alatkins1 — 2023-12-02 19:31:47 UTC

1. Understand the Meaning of Every Score Reported to Parents. (Parents may ask in greater detail what each score entails.)

2. Examine Individual Student Reports Comprehensively Before a Conference with Parents. (It is important to understand the meaning of the reports in order to accurately explain the report.)

3. Gather Evidence of Student Performance in the Classroom That Can Supplement the Test Scores. (Preparation and analysis with physical examples of students performance is of utmost importance for parents to be able to comprehend.)

4. Be Prepared to Address Areas of Concern Most Parents Have, Such as Standing, Progress, Performance Compared to Standards, Strengths, and Weaknesses. (You may need to review students performances on previous standardized tests to be able to address this with parents.)

5. Be Prepared to Distinguish Between Ability and Achievement. (Having key examples of ability and achievement will support you when parents ask if their student is performing at their ability.)

6. Explain the Importance of Norms and Error in Testing for Proper Interpretation. (Ask yourself and share with parent if there are any extreme circumstances that may have affected the students performance during the test.)

7. Summarize Clearly What the Scores Mean. Don’t simply show the numbers and expect the parents to be able to understand. (Go into greater detail as to the meaning of the score and how the score was generated in a way that parents can understand.)

8. Try to Create a Discussion with Parents, Rather Than Making a Presentation to Them. (It is important to ask the parents questions to evaluate their level of comprehension related to the scores. Follow up with parents if they have any further questions about the scores that were given.)

McMillan, James H.. Classroom Assessment (p. 206). Pearson Education. Kindle Edition.