LEARNING ENVIRONMENTS - ELEMENT 3: Assessing/Evaluating
Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice and student results.
Artifact: Intervention Case Study
Description:
GSPE 501: Exploring Inclusive Practices, Summer 2015
For this project, the class was divided into small groups and provided a case description student with learning and/or behavioral problems. The goal of this project was to work together to identifying learning and behavior needs of the student. This was completed through research and addressing appropriate interventions, strategies, methods, and supports that will assist in meeting the student’s needs in the inclusive setting. Each member of the group contributed equally to research and provide one intervention each based on said research. The group collaborated to determine which intervention would best suit the needs of the student. Each member completed a peer and self evaluation based on a given rubric.
Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice and student results.
Artifact: Intervention Case Study
Description:
GSPE 501: Exploring Inclusive Practices, Summer 2015
For this project, the class was divided into small groups and provided a case description student with learning and/or behavioral problems. The goal of this project was to work together to identifying learning and behavior needs of the student. This was completed through research and addressing appropriate interventions, strategies, methods, and supports that will assist in meeting the student’s needs in the inclusive setting. Each member of the group contributed equally to research and provide one intervention each based on said research. The group collaborated to determine which intervention would best suit the needs of the student. Each member completed a peer and self evaluation based on a given rubric.
Reflection:
One of the critical elements of instructional design is to identify the learning tasks to be pursued and to choose assessment methods to measure their attainment. Student learning styles vary widely, and their strengths and challenges with respect to assessment vary as well. Instructors need to consider that variation as they choose assessments for their courses. By varying the way we assess student understanding, we are more likely to offer opportunities for every student to demonstrate their knowledge. This can be accomplished by creating courses with three or more forms of assessment, for example papers, class projects and exams. This can also be accomplished by offering choices of how to be assessed, for example giving students the option of writing a paper or taking an exam for a unit of instruction, as long as by the end of a course they have done both forms of assessment. This might also be accomplished by offering multiple questions, and having students choose which to answer. What we assess is what our students study, engage with, and explore in more depth. By beginning with what we want students to know and be able to do, we can design and choose assessments to demonstrate the appropriate knowledge and skills we are aiming for them to learn. In spite of our best efforts at choosing the appropriate forms of assessment, and the intervals that best support student learning, there will be some topics, or units of instruction where students come up short. If we collect data on these issues, which test questions are commonly missed, which paper topics are commonly derailed, what misconceptions some students are taking away, we can identify weaknesses in instruction and assessment choices and make adjustments as needed. This particular case study really helped to strengthen my skills in critically assessing data on student assessment and making informed decisions on what next steps are needed, such as response to intervention techniques. Personally, I grew in my ability facilitate communication among group members and determine Google Drive would be the best way to complete the assignment and assess the needs of the particular "student" in our case study. I also felt I improved upon my leadership skills by determining the best way to delegate tasks by dividing up the sections of the case study for equal distribution. Professionally, I was also able to receive and consider feedback and suggestions from group members with professionalism and appropriate response in order to make informed decision on which instructional practices would help improve this student's performance. Throughout the assignment I often refered to the rubric to ensure I was contributing in the appropriate manner and allowing my team members ample opporutnities to contribute ideas and feel safe in discussion boards expressing conerns or suggestions. This will impact students in that I have accumulated knowledge on how to best work in groups, particularly in an online setting.
One of the critical elements of instructional design is to identify the learning tasks to be pursued and to choose assessment methods to measure their attainment. Student learning styles vary widely, and their strengths and challenges with respect to assessment vary as well. Instructors need to consider that variation as they choose assessments for their courses. By varying the way we assess student understanding, we are more likely to offer opportunities for every student to demonstrate their knowledge. This can be accomplished by creating courses with three or more forms of assessment, for example papers, class projects and exams. This can also be accomplished by offering choices of how to be assessed, for example giving students the option of writing a paper or taking an exam for a unit of instruction, as long as by the end of a course they have done both forms of assessment. This might also be accomplished by offering multiple questions, and having students choose which to answer. What we assess is what our students study, engage with, and explore in more depth. By beginning with what we want students to know and be able to do, we can design and choose assessments to demonstrate the appropriate knowledge and skills we are aiming for them to learn. In spite of our best efforts at choosing the appropriate forms of assessment, and the intervals that best support student learning, there will be some topics, or units of instruction where students come up short. If we collect data on these issues, which test questions are commonly missed, which paper topics are commonly derailed, what misconceptions some students are taking away, we can identify weaknesses in instruction and assessment choices and make adjustments as needed. This particular case study really helped to strengthen my skills in critically assessing data on student assessment and making informed decisions on what next steps are needed, such as response to intervention techniques. Personally, I grew in my ability facilitate communication among group members and determine Google Drive would be the best way to complete the assignment and assess the needs of the particular "student" in our case study. I also felt I improved upon my leadership skills by determining the best way to delegate tasks by dividing up the sections of the case study for equal distribution. Professionally, I was also able to receive and consider feedback and suggestions from group members with professionalism and appropriate response in order to make informed decision on which instructional practices would help improve this student's performance. Throughout the assignment I often refered to the rubric to ensure I was contributing in the appropriate manner and allowing my team members ample opporutnities to contribute ideas and feel safe in discussion boards expressing conerns or suggestions. This will impact students in that I have accumulated knowledge on how to best work in groups, particularly in an online setting.