Research & Assessment Final Thoughts - Sunandha Shanmugaraj

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Research & Assessment Final Thoughts - Sunandha Shanmugaraj by Mind Map: Research & Assessment Final Thoughts - Sunandha Shanmugaraj

1. Week 1

1.1. "Do Nots" of Assessment

1.1.1. Do not use zeros

1.1.2. Do not give marks for homework

1.1.3. Do not gather information/grades over time and use all of it

1.1.4. Do not apply late penalties

1.1.4.1. My Thoughts: There could be a multitude of justifiable reasons for why a student hands in an assignment late. Teaching in the Primary/Junior grades, it does not make sense to penalize students especially since some students simply need extra time or guidance to successfully complete an activity or task.

1.1.5. Do not give extra credit or bonus marks

1.1.5.1. My Thoughts:This is a very logical but overlooked concept. I have learned that giving bonus marks are ineffective because the students who could benefit from a bonus mark are usually the students who aren't able to answer the bonus question correctly. Essentially, bonus marks typically benefit the students who have already excelled on the assessment. This could even lead to students receiving marks above 100%, which does not reflect an accurate or fair assessment.

1.1.6. Do not base grades on unclear targets

1.2. Quotation

1.2.1. “As testing isn’t going anywhere, it is of value to all those in the teaching and learning process to be more assessment literate.” - Patrick Riccards

1.2.1.1. My Thoughts: Progress reports, report cards and EQAO testing are components of schooling and education that will probably always exist so even though I don't necessarily agree with certain forms of assessment such as standardized testing, it is crucial that I become aware and literate in different forms of assessment.

2. Week 2

2.1. Don't Give Zeros

2.1.1. Question of giving a zero to a student who has not handed in any work at all.

2.1.1.1. Professor mentioned that it is partially the teacher's fault if a student hands in absolutely nothing at the end of an assignment or project.

2.1.1.1.1. My Thoughts: It is very easy for a teacher to completely blame the student for not submitting anything in an assignment. However, when it comes to a project or assignment, teachers can have check-ins to make sure that students are progressing in their work. Similar to the Check-Ins in this course, this gives the teacher an idea of where students are with the assignment and can address any students who haven't completed the first check-in to help them get started on their assignment. In the event that a student does not hand in the final assignment, their check-ins can be used towards assessment.

2.2. Accommodation vs. Modification

2.2.1. Accommodation: Changes to HOW we teach

2.2.1.1. Students have the SAME learning expectations as the rest of the class

2.2.2. Modification: Changes to what we teach and assess

2.2.2.1. Students have DIFFERENT learning expectations than the rest of the class

2.2.2.1.1. My Thoughts: It important to know the difference between these two concepts because I myself would use these terms interchangeably without knowing that they are extremely different.

2.2.2.2. Children must be on an IEP to receive modifications.

2.3. The Achievement Chart

2.3.1. A framework that can be used across all grades and subjects for assessment

2.3.2. Allows you to provide consistent and meaningful feedback

2.4. Anecdotal Notes

2.4.1. Grades from Anecdotal Notes: Helpful to see how grades are translated from anecdotal notes as every course talks about the importance of anecdotal notes and its usefulness

2.4.1.1. My Thoughts: On practicum, I observed my AT taking anecdotal notes and at one point I even took them but I never knew what to do with them after when it came to assessment. I used them to determine which students needed more guidance or help, but I never witnessed how those notes translated to grades

3. Week 3 - Kindergarten Assessment & Learning

3.1. Assessment, learning and curriculum is extremely different in Kindergarten compared to the other primary/junior grades

3.1.1. Communication of Learning: (sent out twice in the year (Jan/Feb and again in June)

3.1.1.1. Three Components

3.1.1.1.1. 1. Key Learning

3.1.1.1.2. 2. Growth in Learning

3.1.1.1.3. 3. Next Steps in Learning

3.1.2. My Thoughts: Assessment in Kindergarten does seem a bit overwhelming, especially when thinking about how busy and active a Kindergarten class can be.

3.1.3. I am concerned about being able to efficiently and effectively assess all students in a timely manner

3.1.4. Helpful to see the various Communication of Learning templates in the Growing Success - The Kindergarten Addendum

3.2. My Thoughts: Assessment in Kindergarten does seem a bit overwhelming, especially when thinking about how busy and active a Kindergarten class can be

3.3. Growing Success - The Kindergarten Addendum - http://www.edu.gov.on.ca/eng/policyfunding/growingsuccessaddendum.pdf

3.4. The Kindergarten Curriculum - https://files.ontario.ca/books/edu_the_kindergarten_program_english_aoda_web_oct7.pdf

4. Week 4 - Assessment Tools

4.1. Types of Assessment

4.1.1. Checklists

4.1.1.1. An excellent tool to explicitly state expectations and success criteria so students know exactly what the expectations are

4.1.2. Rubrics - etfoassessment.ca

4.1.2.1. An assessment tool that is used to assess a student’s work based on a set criteria or expectation.

4.1.2.2. 3 Types

4.1.2.2.1. Analytic

4.1.2.2.2. Holistic

4.1.2.2.3. Single Point

4.1.2.3. Assessment in French

4.1.2.3.1. Listening and speaking in Core French are assessed within 4 main themes:

4.1.2.3.2. Strengths

4.1.2.3.3. Shortcomings

4.1.3. Self & Peer Assessment

4.1.3.1. Can be used as a student-centred tool where students have the opportunity to take responsibility for their work and the work of their peers

4.1.3.1.1. My Thoughts: When students assess their own work, they are more likely to ensure that they are meeting the expectations of the assignment or task

4.1.3.1.2. My Thoughts: When it comes to peer assessment how to address students who might be shy, embarrassed and judged by if a classmate sees their work and assesses it.

4.1.4. Anecdotal Notes

4.1.4.1. Observations and information recorded about students progress, work and skills

4.1.5. Data Collection

4.1.5.1. Data can be collected in a mark book that contains information about student's assessment and evaluations over a time period

4.2. Constructive Criticism Sandwich

4.2.1. Top Bun - Positive Feedback Patty - Constructive Feedback Bottom Bun - Positive Feedback

4.2.1.1. My Thoughts: The Constructive Criticism Sandwich is very similar to a common feedback strategy used in all three of my Primary/Junior placements. Rather than using the sandwich analogy, I have used the "2 Stars and a Wish" analogy where you provide the students two stars or two positive comments as well as one wish or one thing they could have added or done to improve their work. I enjoy this method of providing feedback because it praises the positive and presents the 'negative' feedback in a helpful, meaningful way.

5. Week 5

5.1. Standardized Testing & Assessment

5.1.1. Idea that people are so against standardized testing, but we continue to use standardized assessment all the time in the classroom through rubrics for example.

5.1.1.1. My Thoughts: This was a very thought provoking moment during lecture this week because I myself am guilty of having strong opinions about why standardized assessments like EQAO are "bad", but have most definitely used standardized forms of assessment such as rubrics to assess students. It is important to be a reflective practitioner and ensure that what we vocalize verbally should translate into our actions.

5.2. Single Point Rubric

5.3. Formative Assessment

5.3.1. 4 Tips (out of 10)

5.3.1.1. Students must understand the role of formative assessment

5.3.1.2. KUD - Knowledge, understanding, do

5.3.1.3. Make room for student differences

5.3.1.4. Instructive feedback

5.4. Feedback vs. Feedforward

5.4.1. Key Points

5.4.1.1. A positive, meaningful approach to feedback

5.4.1.1.1. My Thoughts: I learned about the importance of ‘feedforward’ in other classes as well. I understood that feedback should be descriptive and meaningful

5.4.1.2. Expands possibilities

5.4.1.3. Authentic - addresses the problem and suggests a solution

5.4.1.4. Impactful - Student knows the step-by-step process to improve

5.4.1.4.1. My Thoughts: Feedback is useless if it is provided at the end of an assignment and students can’t do anything about it

5.4.2. Feedback without a Grade

5.4.2.1. My Thoughts: Never thought about this, but makes a lot of sense to not provide a letter or number grade with feedback. Students will see a letter grade and not even bother reading the feedback

5.4.2.2. Also takes away the importance students put on grades and makes them focus on the feedback instead

6. Week 6

6.1. Prince EA Video - BEFORE YOU GO TO SCHOOL, WATCH THIS || WHAT IS SCHOOL FOR?

6.1.1. Content

6.1.1.1. Education teaches how to take a test - consume knowledge and regurgitate onto the test

6.1.1.1.1. My Thoughts: Profound video that made me reexamine the education system and what my role as a teacher is

6.1.1.2. Learning practical things and knowledge that will be useful to real life like financial literacy

6.1.1.2.1. My Thoughts: Understanding that students do need to learn how to read, write and do math, but there are other components of life that they need to know about Importance of kindness, compassion, being good people

6.1.1.3. Self care - teaching students the importance of their mental health and taking care of themselves

6.1.1.4. Time management

6.1.1.4.1. My Thoughts: Teachers are always talking about students using their time wisely but we do not teach students how to have good time management

6.1.1.5. People who are smart vs people who score better

6.2. Success Criteria

6.2.1. Important to share this information with students so they know exactly what they need to do to be successful in the activity or task

6.2.1.1. My Thoughts: Excellent example in class of what the best movie of all time is. With no criteria, all students would answer very differently and there would be no common or general theme that fits

6.2.2. Otherwise students will create their own criteria and complete the assignment based on their own understanding

6.2.2.1. My Thoughts: Success criteria when developed with the students is extremely useful and effective because the learning goals are being made with the students and they should be able to meet the success criteria

6.3. Data Collection

6.3.1. Take the opportunity to record data about students - behaviours, skill development, progress