I am reading Persepolis by Marjane Satrapi, a graphic novel/memoir written through the lense of young girl growing up in Iran during the Islamic Revolution. The pictures are very vivid in a noir-esque sense and the words are short and concise. It is a satirical commentary on Western civilization and informs the reader of the historical struggle in Iran, through Satrapi's narrow childhood views- which are hilarious, serious, intense, and heart-grabbing.
I highly recommend this story to anyone who is willing to put aside their own culture and analyze another's through their cultural lense and world-view. It is insightful and shows the dichotomous natures within and between religion, race, gender, economic greed (oil), Western and Eastern civilizations, and more.
This link shows more photos of the Iranian protests, as a response to their presidental elections held a couple months ago. The battle for freedom and peace continues in Iran.
Monday, July 13, 2009
Bottled Water
Finally, someone is realizing how stupid and what a drain on our environment and world economy bottled water is. The cost of convenience is slowly creeping up on some people. Why don't you try using a water bottle for a change? It's not that hard. Fill it from tap water, or your amazing Brita filtered water, and you're set. Seriously...use your head.
Monday, April 27, 2009
What My Grades Mean
Step 1: My report card is a standards-based report card. As such, students are given a 1, 2, 3, 4, or N/A (Not assessed at this time) in content areas. This is based on a rubric. If you would like to see the report card my district uses for grade 2, please comment and I will send it to you.
Step 2: Since the district has created a rubric for my grading system, I will include what the rubric indicates at each level*. I will also include examples of what warrants that score.
*4: Exceeds NYS and District Standards
3: Meets NYS and District Standards
2: Partially meets NYS and District Standards
1: Far below NYS and District Standards
A 4 means the student is above grade level in skills and/or content. This varies as the school goes on because mastery of skills is expected at different times in the school. For example, about half-way through the school year it is expected that students can identify, manipulate, read, and use in context words with r-controlled vowels. If a student has mastered this phonics skill at the beginning of the year, they may be given a score of 4 in this particular skill. Any student who does not show mastery of content knowledge and skills will not be given a 4.
A 3 means the student is on grade level and continues to make steady progress in content areas and is developing mastery of skills. In Reading, a DRA (Direct Reading Assessment) is given to assess student's reading comprehension and fluency. As such, if their score is between a sixteen and a twenty-eight, students can be given a score of 3. The following example shows how a score of a 3 is reflected as the school year progresses: 1st quarter: DRA 16, 18. 2nd quarter: DRA 18, 20. 3rd quarter: 20, 24. 4th quarter: 24, 28. If the student is outside of these guidelines, they are not given a 3.
A 2 means the student is partially meeting NYS and District standards. This is when a student is demonstrating an adequate/appropriate level of performance in almost all content areas, process skills, and other skills. In simpler terms, this student is not at grade level yet and is meeting some, but not all, standards. For example, in Math a student can have a strong understanding of an abstract concept such as addition, but struggles to communicate his/her understanding using words, pictures, and numbers. In this case, a 3 is given for content and a 2 is given for communication.
A 1 means the student is far below grade level. This student is performing more than one year below grade level. This is a student who shows serious needs in all content areas and skills. For example, in Writing if a student cannot identify the parts of a sentence, use a capital letter at the beginning of a sentence, use punctuation, use margins correctly, misspells words, uses illegible print they would be given a 1 at end the of the school year in those areas. To be given a 1, the student can form letters and words within the lines on a piece of paper.
Step 3:
The effectiveness of this grading system varies for the person who is interpreting and using these scores.
Student's responses to their report cards are basically simple. It does not seem to affect them, if there are no consequences attached the scores. A nonchalant response is usually given if the student is given a 2 or 3. However, a more receptive response is given if a score of 1 or 4 is given. This is not surprising. I am also not surprised in the lack of response of the students who receive a 2 or 3 because it is "adequate" or just acceptable to the student. Possibly, given that I teach second grade students who receive a 2 never seem to approach me or ask for feedback on how to achieve a 3 or how can they better their performance.
Parent's responses and uses vary to report cards and scores. As a teacher, this grading system can be difficult to translate to parents. For example, a student can be reading at a DRA level sixteen which is the transitional phase from first to second grade. I will give the student a score of 2 in comprehension and fluency, and 3's in all the other reading areas (reading behaviors, discusses books, etc.). This shows that the student is doing a great job behaviorally and might be making steady progress. Furthermore, if it is in the middle of the school year the content and skills in Reading have increased in demands, and at the same time, the student is making adequate progress to be on grade level by the end of the year. This student will continue to receive a 2 until the end of the school, but parents might never see any "growth" on the report card because the score is still a 2. This is because growth can be difficult to see using this rubric system. This is one issue where parents need to actively ask questions regarding their child's overall progress and growth.
My school's administrators are very cut-and-dry regarding our grading system. Rubric scores are expected to be consistent with the first grade Terra Nova scores in Math and their current DRA level in Reading throughout the school year. Improvement in skills and content knowledge is reflected in students' growth, as indicated by moving from a 1 to a 2, 2 to a 3, or 3 to a 4. Lack of improvement is shown when students move from a 3 to a 2, 2 to a 1. Scores can improve greatly, for example, a 1 to a 3, but this type of growth in content knowledge and skills must be substantial. My administration uses these grades seriously, when considering issues such as retention or promotion and measuring teacher's abilities and pedagogy in the classroom (which we know from the Popham, 2008 reading is not valid).
Overall, there are pros and cons to my grading system. It allows for teachers to differentiate in showing a student's overall performance level, skills and content knowledge. It provides documentation for teachers, parents, administrators, and committees/teams that are involved in decisions regarding promotion/retention, alternate placements (e.g. integrated setting), diagnosis of disabilities, and other needs. The more I use this grading system, I feel more comfortable with it and justifying my grades to parents, students, and administrators. A lot of thought has to go into the grades I give because each rubric score encompasses a lot and it is up to my judgment and interpretation of the assessments to provide the most appropriate rubric score.
Step 2: Since the district has created a rubric for my grading system, I will include what the rubric indicates at each level*. I will also include examples of what warrants that score.
*4: Exceeds NYS and District Standards
3: Meets NYS and District Standards
2: Partially meets NYS and District Standards
1: Far below NYS and District Standards
A 4 means the student is above grade level in skills and/or content. This varies as the school goes on because mastery of skills is expected at different times in the school. For example, about half-way through the school year it is expected that students can identify, manipulate, read, and use in context words with r-controlled vowels. If a student has mastered this phonics skill at the beginning of the year, they may be given a score of 4 in this particular skill. Any student who does not show mastery of content knowledge and skills will not be given a 4.
A 3 means the student is on grade level and continues to make steady progress in content areas and is developing mastery of skills. In Reading, a DRA (Direct Reading Assessment) is given to assess student's reading comprehension and fluency. As such, if their score is between a sixteen and a twenty-eight, students can be given a score of 3. The following example shows how a score of a 3 is reflected as the school year progresses: 1st quarter: DRA 16, 18. 2nd quarter: DRA 18, 20. 3rd quarter: 20, 24. 4th quarter: 24, 28. If the student is outside of these guidelines, they are not given a 3.
A 2 means the student is partially meeting NYS and District standards. This is when a student is demonstrating an adequate/appropriate level of performance in almost all content areas, process skills, and other skills. In simpler terms, this student is not at grade level yet and is meeting some, but not all, standards. For example, in Math a student can have a strong understanding of an abstract concept such as addition, but struggles to communicate his/her understanding using words, pictures, and numbers. In this case, a 3 is given for content and a 2 is given for communication.
A 1 means the student is far below grade level. This student is performing more than one year below grade level. This is a student who shows serious needs in all content areas and skills. For example, in Writing if a student cannot identify the parts of a sentence, use a capital letter at the beginning of a sentence, use punctuation, use margins correctly, misspells words, uses illegible print they would be given a 1 at end the of the school year in those areas. To be given a 1, the student can form letters and words within the lines on a piece of paper.
Step 3:
The effectiveness of this grading system varies for the person who is interpreting and using these scores.
Student's responses to their report cards are basically simple. It does not seem to affect them, if there are no consequences attached the scores. A nonchalant response is usually given if the student is given a 2 or 3. However, a more receptive response is given if a score of 1 or 4 is given. This is not surprising. I am also not surprised in the lack of response of the students who receive a 2 or 3 because it is "adequate" or just acceptable to the student. Possibly, given that I teach second grade students who receive a 2 never seem to approach me or ask for feedback on how to achieve a 3 or how can they better their performance.
Parent's responses and uses vary to report cards and scores. As a teacher, this grading system can be difficult to translate to parents. For example, a student can be reading at a DRA level sixteen which is the transitional phase from first to second grade. I will give the student a score of 2 in comprehension and fluency, and 3's in all the other reading areas (reading behaviors, discusses books, etc.). This shows that the student is doing a great job behaviorally and might be making steady progress. Furthermore, if it is in the middle of the school year the content and skills in Reading have increased in demands, and at the same time, the student is making adequate progress to be on grade level by the end of the year. This student will continue to receive a 2 until the end of the school, but parents might never see any "growth" on the report card because the score is still a 2. This is because growth can be difficult to see using this rubric system. This is one issue where parents need to actively ask questions regarding their child's overall progress and growth.
My school's administrators are very cut-and-dry regarding our grading system. Rubric scores are expected to be consistent with the first grade Terra Nova scores in Math and their current DRA level in Reading throughout the school year. Improvement in skills and content knowledge is reflected in students' growth, as indicated by moving from a 1 to a 2, 2 to a 3, or 3 to a 4. Lack of improvement is shown when students move from a 3 to a 2, 2 to a 1. Scores can improve greatly, for example, a 1 to a 3, but this type of growth in content knowledge and skills must be substantial. My administration uses these grades seriously, when considering issues such as retention or promotion and measuring teacher's abilities and pedagogy in the classroom (which we know from the Popham, 2008 reading is not valid).
Overall, there are pros and cons to my grading system. It allows for teachers to differentiate in showing a student's overall performance level, skills and content knowledge. It provides documentation for teachers, parents, administrators, and committees/teams that are involved in decisions regarding promotion/retention, alternate placements (e.g. integrated setting), diagnosis of disabilities, and other needs. The more I use this grading system, I feel more comfortable with it and justifying my grades to parents, students, and administrators. A lot of thought has to go into the grades I give because each rubric score encompasses a lot and it is up to my judgment and interpretation of the assessments to provide the most appropriate rubric score.
Tuesday, April 21, 2009
I Personally Believe...
*NOTE: After reading the posted description for this assignment, I decided to write my personal beliefs regarding assessments prior to reading the chapter to see if my personally beliefs changed after reading the chapter. The following is my response prior to reading.
As an educator, I believe that there has to be some sort of measurable means to accurately assess students, teachers, and administrators performance. Within the direct scope of my control, I have the opportunity to create assessments that I administer to my students that vary in types/forms. The interpretation of the results are largely dependent on the purpose and what is addressed in the assessment.
As such, my district and school uses a standards-based report card. To support my grades (based on a rubric scale of 1-4), I need to produce assessments that reflect and accurately measure a student's growth and current level of performance. This is incredibly difficult in the sense that it is truly my interpretation of the assessment results that indicates my students' performance. No one challenges my grades, including parents, teachers, and administrators - at least thus far. I believe this is in much part due to the fact that I teach second grade and many of my grades are supported by observational anecdotes and informal observation. What I am saying is the use of assessment in my class, many times, takes the form of my interpretations of how well my students are performing and learning, informally through observation. (In my head, the words reliability and validity are screaming because I know the way I use assessments, or lack of at times, could be biased.)
Many of my students are given "testing modifications" to focus their attention on the task that I provide- this is may not include IEPs and 504 plans. For example, I allow one student with ADHD, who does not have testing modifications, to stand when taking a Math test because he is in a "better" environment geared towards his needs to focus on the task at hand. I want to set up students up for the greatest success. Also, I do vary modifications given depending on the purpose of the assessment or content area. I also vary the actual frequency I use these modifications with these students because they will eventually have to to take an assessment without the modifications I am providing.
In addition, when creating an assessment I ask myself questions, including but not exclusive to: What is the purpose for this assessment? What do I want to assess? Are the majority of my students ready, or should I wait to administer the assessment after further teaching/re-teaching? How will this assessment be useful for me before, during, and after my teaching? Is the test fair, accurate, biased (linguistic, environmental, ability, cultural, etc.), and will the results hopefully reflect student learning? Also important, and something I struggle with, is making sure I give the students feedback on their performance.
Professionally, in the classroom I tell my students about cheating and what it means. I am frank with them and indicate the seriousness of the offense. I believe this is a very important responsibility of mine. Ethically, I try to be as accommodating and fair as possible when creating, administering, and interpreting assessment results. My moral stance is encompassed in the following statement: I believe that every (assessment) decision that is made in school and the classroom should be in the best interests of all students and their learning and safety.
___________________________________________________________________
Here is my response after reading chapter 5:
I believe it is my professional responsibility to craft high quality (valid and reliable) assessments, and use those results to make informed decisions in my teaching. I believe my assessments must be fair, accurate in content I have covered, unbiased (as much as possible), and administered in a manner that is fair, consistent, and provides modifications for students with disabilities. The scoring and interpretations of my assessments must also be valid and reliable, so that I can make the best instructional decisions for my students and provide accurate feedback to my students on their current level of performance/growth. Overall, my professional responsibilities and decisions are based on the the best interests of my students.
Nitko and Brookhart do a decent job at outlining and describing the professional responsibilities a teacher has related to assessment. I agree teachers have the responsibility to create high quality assessments, ones that are reliable and valid. Furthermore, I agree that there are many poor-quality assessment materials that have been published (88). It is the responsibility of the teacher to make a judgment on the validity, reliability, and appropriateness of the assessment(s), if the teacher is going to use them in the classroom. Often, I see teacher give an assessment that they believe is "authentic" and connects learning to "real-life" situations that are invalid and unreliable because the assessment does not address the content that the teacher taught. This makes the assessment invalid, unreliable, and inappropriate.
Nitko and Brookart outline seven points of information teachers have when administering assessments (88). I agree with all their points, except for "the content and abilities that will be assessed" (88). They are unclear to the degree of explicitness and in what manner a teacher should do this. For example, a teacher could literary show the test to students, or they could provide examples from the test as "practice" during their instruction. I have seen this. I believe needs to be more clearly defined, or at least teachers need to be held accountable for this type of disclosure of an assessment. I have seen this, especially during high-stakes testing. For example, I saw a teacher basically "give" an answer to a student during a sixth grade NYS Math Regents exam in my own classroom. I could not believe it. I was torn with my professional responsibility between talking with this person and speaking with my administrator. The issue is mentioned on page 90, but the reality of the situation is some teachers' neglect their ethical responsibilities when administering a test.
Within the teacher's scope of responsibilities to administer assessments, I agree on accommodating students with disabilities. The major criticism for providing students with disabilities is that these students are given an unfair advantage. On the other hand, I agree with Nikto and Brookhart that modifications are provided to "level the playing field" as the tests results are actually more valid and reliable because the students are better able to demonstrate their learning, as they can focus more on the assessment (89). In other words if you look at the student as an individual and provide the best possible accommodations, test results will reflect real student learning. I provide accommodations for certain students with disabilities, as well as others who have not been classified or identified with a disability if I believe it will help the student focus on the assessment. I believe this is my responsibility because I want the results to be as valid and reliable as possible, so I can make the best informed decisions in my instruction.
Unfortunately, the reality of the situation is that accommodations for students with disabilities is often overlooked. I recently had a student classified in my room and the student was granted seven different testing accommodations. The district and law states that the accommodations should go in effect immediately, however, he does not receive any of them because it is so close to the end of the school year and "it don't matter" as he will get them next school year in his new placement. I was frustrated by this because I have been providing accommodations all year long and used them as evidence to support his classification and new placement. Since the Committee on Special Education (CSE) obviously agreed and placed him next year, why does he not get the test accommodations this year- especially since the law states it? Of course, we now have the second grade "achievement" tests like the Terra Nova coming up and he probably will not receive accommodations, unless someone does something. It is my responsibility to do something, and I will.
Under the several responsibilities teachers have when interpreting and using assessment results, I agree that teachers should "...help students and parents properly interpret the assessment results" (92). It is the teacher's responsibility to put assessment results in a context that is free of educational jargon and communicate to students and parents results using more common language or something that is "relate-able" for parents. Parents/Guardians need to be informed of their child's progress and performance. However, I believe the reality of the situation in my classroom is that parents/guardians can still have a misunderstanding as to the achievement/performance level of their child because they might not see the overall picture of their child's performance, achievenment, growth, behavior, social and emotional development, etc. All of these and other contributing factors are the teacher's responsibility to relay to parents. This is when it is important to have an already established professional relastionship of trust between the student, parent/guardian, and teacher. This point I believe is arguably not emphasized in the chapter.
Moreover, it is my responsibility as a teacher to create, administer, and interpret assessments that yield valid and reliable results. These results can then be used to make informed instructional decisions in the classroom, in order to facilitate a positive and trusting learning environment. Overall, Nitko and Brookhart present teachers moral and ethical responsibilites concerning assessments in the classroom in an appropriate and fairly organized manner. It is not an all inclusive list, nor do I believe one could be made, as a teacher's professional responsibilities in assessment is constantly changing. Nonetheless, Nitko and Brookhart have tried to address the foundational guiding principles for teacher's responsibilities in assessment.
As an educator, I believe that there has to be some sort of measurable means to accurately assess students, teachers, and administrators performance. Within the direct scope of my control, I have the opportunity to create assessments that I administer to my students that vary in types/forms. The interpretation of the results are largely dependent on the purpose and what is addressed in the assessment.
As such, my district and school uses a standards-based report card. To support my grades (based on a rubric scale of 1-4), I need to produce assessments that reflect and accurately measure a student's growth and current level of performance. This is incredibly difficult in the sense that it is truly my interpretation of the assessment results that indicates my students' performance. No one challenges my grades, including parents, teachers, and administrators - at least thus far. I believe this is in much part due to the fact that I teach second grade and many of my grades are supported by observational anecdotes and informal observation. What I am saying is the use of assessment in my class, many times, takes the form of my interpretations of how well my students are performing and learning, informally through observation. (In my head, the words reliability and validity are screaming because I know the way I use assessments, or lack of at times, could be biased.)
Many of my students are given "testing modifications" to focus their attention on the task that I provide- this is may not include IEPs and 504 plans. For example, I allow one student with ADHD, who does not have testing modifications, to stand when taking a Math test because he is in a "better" environment geared towards his needs to focus on the task at hand. I want to set up students up for the greatest success. Also, I do vary modifications given depending on the purpose of the assessment or content area. I also vary the actual frequency I use these modifications with these students because they will eventually have to to take an assessment without the modifications I am providing.
In addition, when creating an assessment I ask myself questions, including but not exclusive to: What is the purpose for this assessment? What do I want to assess? Are the majority of my students ready, or should I wait to administer the assessment after further teaching/re-teaching? How will this assessment be useful for me before, during, and after my teaching? Is the test fair, accurate, biased (linguistic, environmental, ability, cultural, etc.), and will the results hopefully reflect student learning? Also important, and something I struggle with, is making sure I give the students feedback on their performance.
Professionally, in the classroom I tell my students about cheating and what it means. I am frank with them and indicate the seriousness of the offense. I believe this is a very important responsibility of mine. Ethically, I try to be as accommodating and fair as possible when creating, administering, and interpreting assessment results. My moral stance is encompassed in the following statement: I believe that every (assessment) decision that is made in school and the classroom should be in the best interests of all students and their learning and safety.
___________________________________________________________________
Here is my response after reading chapter 5:
I believe it is my professional responsibility to craft high quality (valid and reliable) assessments, and use those results to make informed decisions in my teaching. I believe my assessments must be fair, accurate in content I have covered, unbiased (as much as possible), and administered in a manner that is fair, consistent, and provides modifications for students with disabilities. The scoring and interpretations of my assessments must also be valid and reliable, so that I can make the best instructional decisions for my students and provide accurate feedback to my students on their current level of performance/growth. Overall, my professional responsibilities and decisions are based on the the best interests of my students.
Nitko and Brookhart do a decent job at outlining and describing the professional responsibilities a teacher has related to assessment. I agree teachers have the responsibility to create high quality assessments, ones that are reliable and valid. Furthermore, I agree that there are many poor-quality assessment materials that have been published (88). It is the responsibility of the teacher to make a judgment on the validity, reliability, and appropriateness of the assessment(s), if the teacher is going to use them in the classroom. Often, I see teacher give an assessment that they believe is "authentic" and connects learning to "real-life" situations that are invalid and unreliable because the assessment does not address the content that the teacher taught. This makes the assessment invalid, unreliable, and inappropriate.
Nitko and Brookart outline seven points of information teachers have when administering assessments (88). I agree with all their points, except for "the content and abilities that will be assessed" (88). They are unclear to the degree of explicitness and in what manner a teacher should do this. For example, a teacher could literary show the test to students, or they could provide examples from the test as "practice" during their instruction. I have seen this. I believe needs to be more clearly defined, or at least teachers need to be held accountable for this type of disclosure of an assessment. I have seen this, especially during high-stakes testing. For example, I saw a teacher basically "give" an answer to a student during a sixth grade NYS Math Regents exam in my own classroom. I could not believe it. I was torn with my professional responsibility between talking with this person and speaking with my administrator. The issue is mentioned on page 90, but the reality of the situation is some teachers' neglect their ethical responsibilities when administering a test.
Within the teacher's scope of responsibilities to administer assessments, I agree on accommodating students with disabilities. The major criticism for providing students with disabilities is that these students are given an unfair advantage. On the other hand, I agree with Nikto and Brookhart that modifications are provided to "level the playing field" as the tests results are actually more valid and reliable because the students are better able to demonstrate their learning, as they can focus more on the assessment (89). In other words if you look at the student as an individual and provide the best possible accommodations, test results will reflect real student learning. I provide accommodations for certain students with disabilities, as well as others who have not been classified or identified with a disability if I believe it will help the student focus on the assessment. I believe this is my responsibility because I want the results to be as valid and reliable as possible, so I can make the best informed decisions in my instruction.
Unfortunately, the reality of the situation is that accommodations for students with disabilities is often overlooked. I recently had a student classified in my room and the student was granted seven different testing accommodations. The district and law states that the accommodations should go in effect immediately, however, he does not receive any of them because it is so close to the end of the school year and "it don't matter" as he will get them next school year in his new placement. I was frustrated by this because I have been providing accommodations all year long and used them as evidence to support his classification and new placement. Since the Committee on Special Education (CSE) obviously agreed and placed him next year, why does he not get the test accommodations this year- especially since the law states it? Of course, we now have the second grade "achievement" tests like the Terra Nova coming up and he probably will not receive accommodations, unless someone does something. It is my responsibility to do something, and I will.
Under the several responsibilities teachers have when interpreting and using assessment results, I agree that teachers should "...help students and parents properly interpret the assessment results" (92). It is the teacher's responsibility to put assessment results in a context that is free of educational jargon and communicate to students and parents results using more common language or something that is "relate-able" for parents. Parents/Guardians need to be informed of their child's progress and performance. However, I believe the reality of the situation in my classroom is that parents/guardians can still have a misunderstanding as to the achievement/performance level of their child because they might not see the overall picture of their child's performance, achievenment, growth, behavior, social and emotional development, etc. All of these and other contributing factors are the teacher's responsibility to relay to parents. This is when it is important to have an already established professional relastionship of trust between the student, parent/guardian, and teacher. This point I believe is arguably not emphasized in the chapter.
Moreover, it is my responsibility as a teacher to create, administer, and interpret assessments that yield valid and reliable results. These results can then be used to make informed instructional decisions in the classroom, in order to facilitate a positive and trusting learning environment. Overall, Nitko and Brookhart present teachers moral and ethical responsibilites concerning assessments in the classroom in an appropriate and fairly organized manner. It is not an all inclusive list, nor do I believe one could be made, as a teacher's professional responsibilities in assessment is constantly changing. Nonetheless, Nitko and Brookhart have tried to address the foundational guiding principles for teacher's responsibilities in assessment.
Wednesday, April 15, 2009
Test Bias (Discussion)
Regarding my statement: "All tests are biased."
I say this because I feel that there are too many factors and variables that can contribute towards an unaccountable adjustment (difference) in ability, knowledge, or performance when comparing two individuals, or two groups results. To elaborate, factors include but are not limited to, environment, cultural background, language, and/or socio-economic status (I'm hesitant to use that one).
Glen made an interesting point: "All tests should be biased. They should be biased towards the people who have the knowledge." This seems to have an effect on the reliability of the test, though.
I say this because I feel that there are too many factors and variables that can contribute towards an unaccountable adjustment (difference) in ability, knowledge, or performance when comparing two individuals, or two groups results. To elaborate, factors include but are not limited to, environment, cultural background, language, and/or socio-economic status (I'm hesitant to use that one).
Glen made an interesting point: "All tests should be biased. They should be biased towards the people who have the knowledge." This seems to have an effect on the reliability of the test, though.
Pre-test (Draft) EDIT
I chose approach 1: Profiling Content Strengths and Weaknesses. I did this so I can get a general idea of what the students know, it is easy to create/adjust (if needed), and easy to grade.
I would have chosen the second approach, but it can be a little too content and objective specific. As such, I felt if I created more specific questions/tasks for the students to answer/perform I may run into problems with differences in students' performing the task accurately and/or correctly. Bottom line, I did not want to get any misconceptions of what my students may or may not have background knowledge in.
The deficit of approach 2 led me then to use approach 1 because all I want is a general overview of what the students' background knowledge is and what prerequisite knowledge they may have to be successful in the unit.
These are the questions I will ask:
I would have chosen the second approach, but it can be a little too content and objective specific. As such, I felt if I created more specific questions/tasks for the students to answer/perform I may run into problems with differences in students' performing the task accurately and/or correctly. Bottom line, I did not want to get any misconceptions of what my students may or may not have background knowledge in.
The deficit of approach 2 led me then to use approach 1 because all I want is a general overview of what the students' background knowledge is and what prerequisite knowledge they may have to be successful in the unit.
These are the questions I will ask:
- *What is a rectangle? "Draw a rectangle."
- How many sides does a rectangle have?
- Sort these shapes into groups any way you want.
- How many rectangles can you can fit into this shape?
- Where in the real-world (around the classroom) have you seen rectangles?
- *What is symmetry? "Make this shape on the other side of the line."
Tuesday, April 7, 2009
Final Blueprint
This is my final blueprint. I have added the time-on task that will be dedicated to each general learning target. I have broken that time up per learning target, or specific task that I plan on giving for the assessment. I have also broken up my first learning target into three different categories of the Bloom's taxonomy as per the verbs in our textbook (pg. 33).
If you would like to add any input please do. If you have any clarifying questions, please ask.
Wednesday, March 25, 2009
Blueprint (Draft)
I tried another way to upload the blueprint. This may work a little better. If anyone knows a good and easy way to convert Microsoft Office documents to .jpg please let me know. Thanks.
Blueprint (Draft)
Blueprint (Draft)
Blueprint (Draft)
I tried for quite some time to post this blueprint. I have updated it as per my online discussion during class. Here it is. Any feedback would be much appreciated.
Wednesday, March 11, 2009
Final Project Proposal
My assessment will cover several different tasks that will cover at least 2-3 learning targets within each task. The tasks will also be differentiation to meet the needs of my students, so that in order to perform the task students will use manipulatives such as pattern blocks, mirrors, color tiles, and geoblocks for the performance aspect. They will also have to answer questions using words, numbers, and pictures. The degree of which students will use pictures to demonstrate their answers will be structured because I will provide a 1 inch graphing grid - this is to ensure accuracy for their answers. The following is a rough sketch of the types of questions I will ask for the assessment. The assessement is also cumulative.
- Group the bag of objects according to the number of sides, shape, and any other group you want. Using words, tell why the objects belong together.
- Build a rectangle using 18 color tiles. Draw it on graph paper. Write a description of your rectangle below it.
- Below is a rectangle that is made up of two colors. Is it a half-and-half rectangle? Why or why not? Use words, numbers, and pictures in your answer.
- Given half of a shape using pattern blocks on a graphing grid, use a mirror and then draw the other half the shape. Describe the new shape using fractions and words.
- Given the outline of a shape, students will use geoblocks to create a 3-D shape that fits within the length, width, and height of the given shape.
- Find an object in the room or in the real-world that has mirror symmetry. Draw this object and draw its line of symmetry.
Wednesday, March 4, 2009
Learning Targets (Final)
I have adjusted my learning targets. I believe they are more specific and I can assess them appropriately. I have put the standards that correspond with the each target below respectively.
I would really appreciate any feedback to improve the targets. If you have any assessment suggestions as well, please feel free to add those. Thank you to those who did comment on my last learning targets, I used your feedback to help construct these learning targets.
1. Students will sort, describe, and identify 2-D and 3-D shapes by various attributes.
Mastery
Verbs: define, describe, label, give examples, categorize
Standards: 2.G.1, 2, 4, 5
2. Students will visualize, construct, and draw rectangular arrays.
Mastery
Verbs: compose, decompose, change, manipulate, create
Standards: 2.G.1, 2
3. Students will fit shapes together to cover a given region.
Mastery
Verbs: identify, generalize, infer, give examples, separate
Standards: 2.G.1, 3, 5
4. Students will describe fractional parts of an array both numerically and visually.
Mastery
Verbs: break down, distinguish, compare, design, compose
Standards: 2.G.2, 4, 5
5. Student will find and describe objects that have mirror symmetry in the real-world.
Mastery
Verbs: state, connect, describe, tell, write
Standards: 2.G.2, 5, 6
6. Students will make 2-D symmetrical designs.
Mastery
Verbs: manipulate, change, illustrate, show, arrange
Standards: 2.G.1, 5, 6
7. Students will build 3-D symmetrical designs.
Mastery
Verbs: arrange, organize, explain, give examples, design
Standards: 2.G.5, 6
I would really appreciate any feedback to improve the targets. If you have any assessment suggestions as well, please feel free to add those. Thank you to those who did comment on my last learning targets, I used your feedback to help construct these learning targets.
1. Students will sort, describe, and identify 2-D and 3-D shapes by various attributes.
Mastery
Verbs: define, describe, label, give examples, categorize
Standards: 2.G.1, 2, 4, 5
2. Students will visualize, construct, and draw rectangular arrays.
Mastery
Verbs: compose, decompose, change, manipulate, create
Standards: 2.G.1, 2
3. Students will fit shapes together to cover a given region.
Mastery
Verbs: identify, generalize, infer, give examples, separate
Standards: 2.G.1, 3, 5
4. Students will describe fractional parts of an array both numerically and visually.
Mastery
Verbs: break down, distinguish, compare, design, compose
Standards: 2.G.2, 4, 5
5. Student will find and describe objects that have mirror symmetry in the real-world.
Mastery
Verbs: state, connect, describe, tell, write
Standards: 2.G.2, 5, 6
6. Students will make 2-D symmetrical designs.
Mastery
Verbs: manipulate, change, illustrate, show, arrange
Standards: 2.G.1, 5, 6
7. Students will build 3-D symmetrical designs.
Mastery
Verbs: arrange, organize, explain, give examples, design
Standards: 2.G.5, 6
Friday, February 20, 2009
Linking Standards to Learning Targets
Learning Target 1: 2.G.1, 2.G.2, 2.G.4
LT2: 2.G.3
LT3: 2.G.3, 2.G.4, 2.G.5
LT4: 2.G.3, 2.G.4
LT5: 2.G.5, 2.G.6
LT6: 2.G.5, 2.G.6
Link to standards
LT2: 2.G.3
LT3: 2.G.3, 2.G.4, 2.G.5
LT4: 2.G.3, 2.G.4
LT5: 2.G.5, 2.G.6
LT6: 2.G.5, 2.G.6
Link to standards
My Fav Alt-Assessment
I took this class when I was at Monroe Community College (MCC). The class was actually titled, "Performance Assessment." At the time, I was unsure of what exactly performance assessment meant, but I did not really care when my professor told me that we would have "no grades" for the class and all we had to do was show up. My immediate response was "YEAH! I don't have to do any work and just show up." This was not the case, however, I ended up doing more work than my other courses while learning about different types of performance assessment tasks in the class.
We had to write one paper per class by reading some article on the history of different topics in education and responding to it in an informal manner. We were not graded on these assignments, but we discussed them in whole and small group in class. As part of the class, we also had service learning hours (about 30 I think) to full-fill. At the end of the class, we had to create an assignment that would be performance assessment based and create a rubric that we would use in our service learning class.
I learned a lot about performance based-assessments and was all about one in particular-portfolios. Now, I believe there is a place for portfolios, but it matters how they are used. In the case of my class, I learned a lot and was really invested in the course and the material. I turned in every assignment, implemented an assignment that would be performance assessement-based, but in the end the only thing that hurt my grade was that I missed a class. It was kind of funny.
We had to write one paper per class by reading some article on the history of different topics in education and responding to it in an informal manner. We were not graded on these assignments, but we discussed them in whole and small group in class. As part of the class, we also had service learning hours (about 30 I think) to full-fill. At the end of the class, we had to create an assignment that would be performance assessment based and create a rubric that we would use in our service learning class.
I learned a lot about performance based-assessments and was all about one in particular-portfolios. Now, I believe there is a place for portfolios, but it matters how they are used. In the case of my class, I learned a lot and was really invested in the course and the material. I turned in every assignment, implemented an assignment that would be performance assessement-based, but in the end the only thing that hurt my grade was that I missed a class. It was kind of funny.
Thursday, February 19, 2009
Learning Target Draft
This is an introductory unit of symmetry for second grade. I looked at the Mathematical Empasis of my teacher's guide and the state standards to create these learning targets. Please give me any feedback, so that I can improve them. Thanks.
(1) Students will sort, describe, and identify shapes by various attributes.
Mastery
Verbs: define, describe, label, give examples, categorize
(2) Students will compose and decompose two- and three-dimensional shapes.
Mastery
Verbs: demonstrate, change, manipulate, use, create
(3) Students will investigate halves of two- and three-dimensional solids.
Mastery
Verbs: identify, generalize, infer, give examples, separate
(4) Students will design and construct a rectangular region that is divided into halves, thirds, or fourths.
Mastery
Verbs: break down, distinguish, compare, design, compose
(5) Students will find and describe objects that have mirror symmetry.
Mastery
Verbs: state, identify, describe, tell, write
(6) Students will make two-dimensional symmetrical designs.
Mastery
Verbs: manipulate, change, illustrate, show, arrange
(7) Students will build three-dimensional symmetrical structures.
Mastery
Verbs: arrange, organize, explain, give examples, design
(1) Students will sort, describe, and identify shapes by various attributes.
Mastery
Verbs: define, describe, label, give examples, categorize
(2) Students will compose and decompose two- and three-dimensional shapes.
Mastery
Verbs: demonstrate, change, manipulate, use, create
(3) Students will investigate halves of two- and three-dimensional solids.
Mastery
Verbs: identify, generalize, infer, give examples, separate
(4) Students will design and construct a rectangular region that is divided into halves, thirds, or fourths.
Mastery
Verbs: break down, distinguish, compare, design, compose
(5) Students will find and describe objects that have mirror symmetry.
Mastery
Verbs: state, identify, describe, tell, write
(6) Students will make two-dimensional symmetrical designs.
Mastery
Verbs: manipulate, change, illustrate, show, arrange
(7) Students will build three-dimensional symmetrical structures.
Mastery
Verbs: arrange, organize, explain, give examples, design
Tuesday, February 3, 2009
Who I Am
This is my first class at Brockport and I am in the Curriculum Specialist program. I am excited about going back to school because I feel my brain has been stagnating.
I consider myself a little technical and computer savory, however, this class has made me realize I have slipped a little in terms of the different levels of communication the internet has to offer.
I am in my second year of teaching in the Rochester City School District. I am currently a teacher second grade at School No. 35. I have been very fortunate to have a great class this year! I have been trying many new projects, ideas, and in general having a lot of fun.
My personal interests include cooking, biking, drinking tea, watching great movies, hiking, camping, traveling (I have traveled around Eastern Europe twice and been to almost all 50 states), having sporadic inclinations of playing videos games for 2 days straight (I'm not allowed to play during school though-it's a rule of mine-or else I'd probably lose my job), reading philosophy, good conversations with friends, laying around with my dog la media noche, watching Northern Exposure, listening to music, and other pleasures. I recently got into mountain biking and I am really excited because my friend just gave me studded tires. As such, I am biking to work again- even in the snow.
If anyone wants to know more, just ask me. This summer I went to the Thousand Islands and my brother and I did some trail riding. I'm going to try to insert a picture. I hope it works.
See you on Tuesday,
Mike
I consider myself a little technical and computer savory, however, this class has made me realize I have slipped a little in terms of the different levels of communication the internet has to offer.
I am in my second year of teaching in the Rochester City School District. I am currently a teacher second grade at School No. 35. I have been very fortunate to have a great class this year! I have been trying many new projects, ideas, and in general having a lot of fun.
My personal interests include cooking, biking, drinking tea, watching great movies, hiking, camping, traveling (I have traveled around Eastern Europe twice and been to almost all 50 states), having sporadic inclinations of playing videos games for 2 days straight (I'm not allowed to play during school though-it's a rule of mine-or else I'd probably lose my job), reading philosophy, good conversations with friends, laying around with my dog la media noche, watching Northern Exposure, listening to music, and other pleasures. I recently got into mountain biking and I am really excited because my friend just gave me studded tires. As such, I am biking to work again- even in the snow.
If anyone wants to know more, just ask me. This summer I went to the Thousand Islands and my brother and I did some trail riding. I'm going to try to insert a picture. I hope it works.
See you on Tuesday,
Mike
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