Research and Assessment Final Thoughts

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Research and Assessment Final Thoughts by Mind Map: Research and Assessment Final Thoughts

1. Research and Assessment as Human Activities

1.1. When humanity is taken out of assessment, the result is criticism instead of constructive criticism.

1.2. The learning of all students needs to be improved

1.3. Reflection allows mistakes to be corrected

2. Messages In, Messages Out

2.1. Students learning is a process that requires consistent feedback.

2.2. Educators need to evaluate their use of words in the classroom as well as the messages that go unsaid, such as body language.

2.3. It is extremely important to consider the role that educators play in the lives of students and to be aware of the messages being sent to them on a daily basis.

2.4. The Teaching and Learning Process

2.4.1. Input: Before teaching and learning

2.4.2. Process: During teaching and learning

2.4.3. Satisfaction: Throughout teaching and learning

2.4.4. Output: After teaching and learning

3. The primary purpose of assessment and evaluation is to improve student learning (Ontario Ministry of Education, 2010).

4. Connecting High and Low

4.1. Connecting high and low is about the link between research, the professional and practice.

4.2. The research being done needs to reflect what is happening in the classroom.

4.3. "Student evaluation is a complex process that takes many factors into account. Recognizing the limits of various grading practices and balancing these with common sense and good judgment are important components of the work of professional teachers" (Moll, 2019).

5. Big Three Ideas

5.1. Gradual Release of Responsibility

5.1.1. The gradual release of responsibility was important to me because I believe it is an effective way to help students learn and strengthen their understanding. The gradual release of responsibility allows students to gain confidence in their work and understand the process of learning.

5.1.2. "I do it"

5.1.3. "We do it"

5.1.4. "You do it together" (groups)

5.1.5. "You do it alone"

5.2. The Seven Fundamental Principles

5.2.1. The Seven Fundamental Principles from the Growing Success document were extremely important to me throughout this course, as well as going forward as a teacher. The principles are the basis of evaluation and will help to guide me through every assignment that I mark in the future to ensure that I am providing fair and equitable forms of evaluation.

5.2.2. 1. Are fair, transparent, and equitable for all students. I find this principle to be the most important because it sets the path for the rest of the principles. If assignments are fair, transparent and equitable, all students are provided the same opportunity for learning and evaluation. The word "equitable" is also pivotal in this context because it means that every student will receive what they need.

5.2.3. 2. Support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit. As I am extremely interested in special education, I find this one to be very important to ensure that those who require additional services, are provided with them.

5.2.4. 3. Are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students. As an English teacher I strive to incorporate texts that meet the curriculum expectations as well as pertain to my students interests to ensure that they are motivated and interested in the work at hand.

5.2.5. 4. Are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course. Communication is important because it ensures that every member involved in the students education understands the expectations, and their role in the students education. Communication needs to be ongoing and not just a phone home at the time of trouble.

5.2.6. 5. Are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning. Evaluation must be provided in various ways throughout the semester and not just in the form of unit tests. Teachers must allow students to represent their learning in everyday activities as well as through creative means.

5.2.7. 6. Provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement. In order for students to improve, they must understand where they have gone wrong, and what needs to be adapted for further improvement.

5.2.8. 7. Develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning. Self-assessment can be difficult as it can be hard to identify ones own faults, but self-assessment allows students to improve confidence and accountability in their work.

5.3. The Evaluation Process

5.3.1. I found the breakdown of the evaluation process to be beneficial for me in the class. In an English of Family Studies class it can be very difficult to evaluate an essay because the interpretation of the novel can be very subjective and may vary from student to student, and I have a difficult time evaluating someone on their opinions. Also, evaluating a food lab in a Family Studies class can be difficult because it is not always about baking the perfect muffin, but it is about the process, and marking a process you are not directly involved in can be complicated.

5.3.2. 1. Design and Selection: A teacher must first decide on their ideal form of evaluation to test the learning they were attempting to achieve.

5.3.3. 2. Professional Judgement: As identified previously, I am nervous to grade subjective assignments but I will need to trust my professional judgement to ensure that I am marking the assignment effectively and equitably.

5.3.4. 3. Marking: In order to value the evidence of learning, I must create an effective rubric or checklist to ensure that my students and myself are both extremely clear on the expectations of the assignment.

5.3.5. 4. Feedback: Students need to be provided with feedback of what they did well, and where they can improve so they can continue to grow their learning and improve on the next assignment.

6. Actions to Implement

6.1. Start, Stop, Continue

6.1.1. I plan to implement the strategy Start, Stop, Continue so students are able to take part in their learning. By asking students what they enjoy in the class, and what they would like more of, they will be able to gain more from the course if they feel as though their opinions are valued and they are being heard.

6.1.2. I did something similar to this in my practicums, where at the end of my term, I provided every student with a rubric to mark me. I was looking for feedback of what they liked, and what they did not like so I could continue to improve my teaching abilities.

6.2. Dotmocracy

6.2.1. I enjoyed this activity because it allowed me to voice my opinion without needing to share aloud with the class. I believe this form of communication would benefit a lot of high school students.


6.3.1. I enjoyed the CANVAS assignment because it allowed me to take a critical look at an idea that I had. Also, I believe that this would be a beneficial way to evaluate students, or use it as a graphic organizer for them to work out their ideas.

7. Action to Stop

7.1. The action I plan to stop is using only KICA rubrics as a form of evaluation. I had always been under the impression that KICA rubrics were the only way to evaluate students, but after learning about the various forms of evaluation, and even different rubric styles, I plan to adapt my rubric or form of evaluation, to the assignment.