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5013 by Mind Map: 5013

1. The purposes of the achievement chart is to: • Provide a common framework that encompasses all curriculum expectations for all subjects/courses across grades; • Guide the development of high-quality assessment tasks and tools (including rubrics); • Help teachers to plan instruction for learning; • Provide a basis for consistent and meaningful feedback to students in relation to provincial content and performance standards; • Establish categories and criteria with which to assess and evaluate students’ learning (OME, 2010, p. 16).

1.1. This was very beneficial to learn in class since through my career I will be working with the achievemnt chart often. I learned that it consists of the curriculum expectations for all subjects, includes rubrics, is useful for teaching planning instruction learning, gives the students feedback and helps evaluate students learning. These are all things that I will include in my teaching since I find them very beneficial for my students and for myself.

2. The biggest shift in education needs to happen in how we think about students

2.1. The students is my biggest concern when it comes to teaching. Teachers in the past are there to make money and get the curriculum done. However, I am there for the students I want them to be successful and will do anything in my power to do this. I am very passionate about this job and can't wait for it to get started.

3. Something I took away from the group presentations was that anecedtoal notes helps teacher read between the lines. The teacher gets to see more of the students learning.

3.1. I also liked the example of having assessments with pictures. Ex: having pictures of emotions ( happy, sad, confused etc) having the students circle which emotion they represent about this assessment or how they feel.

4. Allow students to revise and resubmit their work.

4.1. This is important to allow your students to do since it shows their true understanding of the work and the teacher gets a better understanding of the students understanding. The student could have had a bad day or didn't get any sleep.

5. Have students use the rubric to give themselves a grade.

5.1. This allows the teacher to get an understanding of what level they think there work is at. I have done this before in a pracitum and it tells you a lot about the student. I learned that certain students didn't care about their marks and also learned that some students thought there work was deserving of a higher mark. This allows the teacher to work with the student and let them understand what they need to do to get to the next level.

6. Get the students to re read their papers and the comments you wrote. Then ask them to write three observations and two questions about their work based on the feedback you gave.

6.1. This is something that I learned from week 5 class and would like to integrate into my classroom. I have never used it before however I think it would be very beneficial for my students and myself.

7. Student rarley read comments if there is a grade attached.

7.1. Write comments on students work like you normally would but only put the grade on the rubric.

8. Knowledge, Thinking,Application,Communication.

8.1. These are the four things that educators are usually evaluating their student on. You can see this on report cards, assessments, tests etc. Going forward I would like to know more about this, like what subjects fall more under each category and examples of work that would be under each.

9. We must constantly remind ourselves that the ultimate purpose of evaluation is to enable student to evaluate themselves. – Arthur Costa

9.1. I remember first hearing this quote in the first week of class. The teacher put up quotes around the room and we had to pick a favourite one. This is the one I chose to be my favourite because I feel that it's important for students to be able to evaluate themselves. We guide them over the years and help them to become the person they want to be. We are there to help them with academics and teaching them right from wrong. I want my students to be able to understand the level their work deserves and if they evaluate themselves I believe it tells the students a lot of about themselves and helps me as well. What I mean by this is students are able to express to me the level they think they deserve, this creates conversation where we can discuss the level I would give them and compare. I also can work with the students with brainstorming ideas that can help them get to the next level. I also find by allowing

10. DON'TS

10.1. Give zeros.

10.1.1. This is something I learned in practicum and feel is very important. If a student gets a question wrong on a test for an example, instead of getting it wrong I would instead circle it.

10.2. Accumulate evidence over time and use all of it to create a grade.

10.2.1. This is also very important. In practicum three my AT showed me ways to keep track of marks that is organized, therefore you can go back to it when doing report cards later on. However, the teacher should keep in mind that students in the first few weeks of class may need time to get back into things and should try to stay away from using this evidence for report cards.

10.3. Apply late marks/grade penalties.

10.3.1. I remember teachers assigning this in high school and it made me super frustrated as they didn't care why you handed it in late. Therefore, I would always want to hear my students out first and they could be struggling with the material and need more assistance.

10.4. Give extra credit or bonus marks.

10.4.1. I believe that by giving extra credit or bonus marks this wouldn't demonstrate fairness and equity in my class which is important social justice values to display.

10.5. Base grades on unclear target.

10.6. Base grades on a bell curve.

10.6.1. I remember this always happening in university when majority of the classroom would do poorly on an exam so the professor had to bell curve it. As an educator I believe this is completely wrong. If my students do poorly on a test, quiz, assignment I take that on myself that I didn't teach them properly and will go back and go over the material.

11. If the expectations in the IEP are MODIFIED, teachers must check the “IEP” box for that subject/strand on the Progress and/or Report Card and teachers must also include the following statement in the section “Strengths/Next Steps for Improvement”.

11.1. This is something I want to learn more about, it wasn't till this semester that I have been able to learn about IEPS. In one of my others classes I got to create an IEP and get hands on with it, however I feel like I still need more practice on IEPS. Going forward, I will continue to ask questions about IEP's and look into other resources to help me with this.

12. Assess and Evaluate

13. “The goal of using a criterion-based approach is to make the assessment and evaluation of student achievement as fair, reliable, and transparent as possible” (OME, 2016, p. 19).

13.1. This should be accessible for each students since it's important to know what they are being assessed on. By making it fair, reliable and transparent the student is able to know what they did well on the assignment or quiz and clearly know what to change going forward.

14. Fairness in assessment and evaluation is grounded in the belief that all students should be able to demonstrate their learning regardless of their socio-economic status, ethnicity, gender, geographic location, learning style, and/or need for special services (Volante, p. 34).

14.1. This is something I strongly believe in, I want each of my students to have a fair chance at being successful. Every time I enter a classroom, I come into it with no judgement and want to get to know each student. I believe that by creating a feeling of equity in the classroom, the students feel they have a better chance of succeeding and more likely to approach me if they feel they need help with something or struggling.