Standard #9- Use multiple and authentic forms of assessment to analyze teaching and student
learning and to plan curriculum and instruction to meet the needs of individual students
Teachers should be evaluating the progress of their students on a daily basis through a variety of assessments, both formal
and informal. Formal assessments include quizzes, tests, essays, etc, while informal assessment is based on participation, class discussions, and behavior.Both types of assessments should be intertwined in the curriculum in order to be most effective. Regardless of the type of assessment, it is crucial that the students receive prompt feedback in order to grow as critical thinkers and to develop their understanding and questioning of the world around them. Before any type of assessment can occur, it is imperative for educators to first ask themselves what they want their students to know or be able to do as a result of this lesson or unit. Clearly defined short term learning objectives, like the ones attached below, act as the steps to these desired outcomes.
While teaching eleventh grade at Whitney Point, The Great Gatsby was used as a fulcrum text. One day we had a discussion
on one of the major themes of the novel: the American dream. I had high hopes that the students would see how the American dream has evolved over time from something positive and idealistic to something more vain and materialistic. The feedback I got from this discussion was immediate and proved that the students still had a long way to go before they came to this realization. Because I had used informal and immediate assessment, I was able to create another lesson that would guide them to this understanding. The next day, I played three different songs addressing the American dream from a variety of cultures over an extended period of time. The song I began with had an extremely positive view of America, while the last song was extremely cynical, mocking what the American dream has become. The students were completely engrossed in the lesson because of their interest in music, so they avidly followed along in their packet of lyrics. After they had answered the questions that accompanied each of the songs, I watched the light bulbs go off in their heads as they were finally able to see the gradual
shift in what the American dream has become. Furthermore, I was able to formally assess the students based on the questions that they answered during the activity. Finally, the students were able to use their newfound information to question. How do I see the American dream? Why do I see it this way? Do others see it this way? Who determined this?
When I assigned reading to my eleventh grade students in texts such as Of Mice and Men, I often assigned reading quizzes. This type of assessment, attached below, allowed me to get a quick read not only on the students’ comprehension, but also who was doing the work and who was not.
While assessing the students formally, I found it most beneficial to use rubrics. Before the students would even start the writing process, they looked at and analyzed the rubrics so they knew exactly what they needed to do to get a desired grade. It is also very easy for the student to distinguish the areas where he/she flourished or struggled. Rubrics can also be used for class discussion, with a number of components to consider such as: silence in the room, critical thinking, and participation. While rubrics shouldn’t be used for all types of assignments, they can be a successful tool when appropriate and also provide an unbiased and impartial way to grade.
One of the most important aspects of assessment is that it is authentic. When the students know that their work is going to be seen by an authentic audience, they are far more likely to perform at their highest potential. Students work can be published on a variety of platforms such as youtube, twitter, facebook, or other arenas connected to their technological life. While I was teaching The Hunger Games at Whitney Point, the students created posters where they had to include four elements: a recreation of the book cover, a summary of chapters one through four, a paragraph discussing the tone of a
certain scene, and a recreation of the setting or important part of the plot. I explained to the students that they would be presenting their projects and then they would be hung around the room. Just knowing that their fellow classmates, as well as everyone that entered the room would be seeing their work, gave the students a sense of pride and ownership in the project. The outcome was more than I could have imagined.
American dream lesson analyzing lyrics
Of Mice and Men reading quizzes
Rubrics
Sample poster project
learning and to plan curriculum and instruction to meet the needs of individual students
Teachers should be evaluating the progress of their students on a daily basis through a variety of assessments, both formal
and informal. Formal assessments include quizzes, tests, essays, etc, while informal assessment is based on participation, class discussions, and behavior.Both types of assessments should be intertwined in the curriculum in order to be most effective. Regardless of the type of assessment, it is crucial that the students receive prompt feedback in order to grow as critical thinkers and to develop their understanding and questioning of the world around them. Before any type of assessment can occur, it is imperative for educators to first ask themselves what they want their students to know or be able to do as a result of this lesson or unit. Clearly defined short term learning objectives, like the ones attached below, act as the steps to these desired outcomes.
While teaching eleventh grade at Whitney Point, The Great Gatsby was used as a fulcrum text. One day we had a discussion
on one of the major themes of the novel: the American dream. I had high hopes that the students would see how the American dream has evolved over time from something positive and idealistic to something more vain and materialistic. The feedback I got from this discussion was immediate and proved that the students still had a long way to go before they came to this realization. Because I had used informal and immediate assessment, I was able to create another lesson that would guide them to this understanding. The next day, I played three different songs addressing the American dream from a variety of cultures over an extended period of time. The song I began with had an extremely positive view of America, while the last song was extremely cynical, mocking what the American dream has become. The students were completely engrossed in the lesson because of their interest in music, so they avidly followed along in their packet of lyrics. After they had answered the questions that accompanied each of the songs, I watched the light bulbs go off in their heads as they were finally able to see the gradual
shift in what the American dream has become. Furthermore, I was able to formally assess the students based on the questions that they answered during the activity. Finally, the students were able to use their newfound information to question. How do I see the American dream? Why do I see it this way? Do others see it this way? Who determined this?
When I assigned reading to my eleventh grade students in texts such as Of Mice and Men, I often assigned reading quizzes. This type of assessment, attached below, allowed me to get a quick read not only on the students’ comprehension, but also who was doing the work and who was not.
While assessing the students formally, I found it most beneficial to use rubrics. Before the students would even start the writing process, they looked at and analyzed the rubrics so they knew exactly what they needed to do to get a desired grade. It is also very easy for the student to distinguish the areas where he/she flourished or struggled. Rubrics can also be used for class discussion, with a number of components to consider such as: silence in the room, critical thinking, and participation. While rubrics shouldn’t be used for all types of assignments, they can be a successful tool when appropriate and also provide an unbiased and impartial way to grade.
One of the most important aspects of assessment is that it is authentic. When the students know that their work is going to be seen by an authentic audience, they are far more likely to perform at their highest potential. Students work can be published on a variety of platforms such as youtube, twitter, facebook, or other arenas connected to their technological life. While I was teaching The Hunger Games at Whitney Point, the students created posters where they had to include four elements: a recreation of the book cover, a summary of chapters one through four, a paragraph discussing the tone of a
certain scene, and a recreation of the setting or important part of the plot. I explained to the students that they would be presenting their projects and then they would be hung around the room. Just knowing that their fellow classmates, as well as everyone that entered the room would be seeing their work, gave the students a sense of pride and ownership in the project. The outcome was more than I could have imagined.
American dream lesson analyzing lyrics
Of Mice and Men reading quizzes
Rubrics
Sample poster project