Describe how assessment can be created that evaluates a student’s true knowledge without bias towards language barriers, learning differences, or cultural differences. 

Guided Response: Review and evaluate at least two of your peers’ discussion postings. Does the assessment choice and rationale for assessments effectively meet diverse learner needs without being biased towards language proficiency, learning style preference, or cultural background? Provide suggestions for how to collect and analyze the assessment data based on the identified assessment strategy. In addition, propose at least one solution for students whose assessment results indicate a lack of progress.

It need to be two reponds and please put the students name next to there reponds. Separate responds

 

Peer 1: Kimberly

Assessments are the prime discussion of most education topics in our society today. We see both positive and negative reactions to how big a role our assessments play in schools nationwide. We hear teachers, parents, community members speak of how all students are doing in school is learning how to take a test. I would argue that while assessments are a driving factor, it is the content in which it assesses that matters. The actual test is just a piece of paper with questions, but the student’s ability to figure out how to answer these questions will play a large role in their success in the 21st-century workforce.

In the video it is stated, “Assessments often get a bad rap, this is because some people often believe it is good to teach to the test and not teach to the individual student (Koschmeder, 2012)”. Differentiation should play a large role in the administration of assessments. In the past, the teacher would lecture and at the end of the unit, students took a test. Regardless of whether or not they mastered the material, they were given a grade and everyone moved on the next concept. Differentiated assessments change the dynamic and defend the quote above by diving instruction to the individual student and their needs. Teachers in a differentiated classroom give students an assessment before, during and after the learning takes place. This model drives instruction by showing the teacher actually what each student needs before the learning begins. The teacher has a clear picture of what the students already know and in turn what they still need to learn. The formative assessment, which takes place during the learning process gives the teacher the insight on how it is going. Are the students understanding? Do they need more clarification or the instruction in a different medium to understand? The formative assessment stage is the prime time to look for any barriers within students and find a way to overcome them so students can reach mastery. The summative assessment is the model that was used alone in most traditional past classrooms. It is the end of unit test. While the summative is still used, the difference is that when the pre and formative assessment are used, the summative becomes more meaningful as the students have already had the individualized instruction they need. My principal once told an example in a staff meeting that each teacher gives their student a hypothetical backpack and the task of hiking a mountain.  pre-assessment, the teacher goes around and looks in each kids backpack to see what they still need to be prepared to get up the mountain. Later on, the teacher looks again (this is the formative assessment), to see what they still need. Then the summative assessment is whether or not the student has what they need to get up the mountain. I thought this was an interesting way of looking at differentiated assessments in a non-textbook kind of way.

One assessment I use frequently with my reading groups is the pre-assessment strategy of Ponder and Pass (Chapman & King, n.d).  I have an anchor chart, that I draw a chart on with 3 sections, What do I already know, What do I want to learn, and what questions do I have on the topic. I pull my intervention groups 3 times a week, so on Monday we create the chart and do a pre-read of our story. We talk about what we already know about the topic and fill in this part of the chart before reading. After reading the text once we fill in the other two sections. The students take the books home to read again on Monday night and Tuesday. When they return to me on Wednesday, we revisit our chart and students discuss with each other and see what questions we can answer. I always allow students to add more to the chart if they thought of something later on. aI actually encourage this because I want my students to realize learning doesn’t stop when you leave the classroom. We repeat the process again on Friday they return and we address everything on the chart. I usually write in one color each day, so we can see the changes in our ideas and give the students a good visual.

References:

Casey Koschmeder. (2012, June 23). What is Differentiated Assessment? (Links to an external site.)Links to an external site. [Video file]. Retrieved from What is Differentiated Assessment?

Chapman, C., & King, R. (n.d.). Differentiated strategies for assessment (Links to an external site.)Links to an external site.. (Links to an external site.)Links to an external site. Retrieved from https://differentiatedstrategies.wikispaces.com/Differentiated Strategies for Assessment

Puckett, K (2013). Differentiating Instruction: A Practical Guide[Electronic version]. Retrieved from https://content.ashford.edu/

Peer 2: Jennifer

  • Explain the role of assessment as it applies to theoretical foundations of differentiated instruction.
    • The role of assessments is to gain information regarding students’ readiness, abilities, prior knowledge, and understanding of a topic. Assessments should be utilized before, during, and after lessons to determine what a student already knows, if they need assistance in understanding the topic, and how much they learned (Tangient, 2018). Assessments given throughout a lesson also gives teachers the opportunity to make adjustments as needed so the learning is meaningful to all students.
  • Describe how assessment can be created that evaluates a student’s true knowledge without bias towards language barriers, learning differences, or cultural differences.
    • An assessment can be created to evaluate a student’s true knowledge by allowing them to communicate their thoughts, feelings, prior and current knowledge in their own words or way. Examples are allowing a student to write a summary of their understanding of a topic; giving students choices of how to complete an assessment that best fits their interests and learning styles; and allow valuable discussion to take place as a class so that everyone learns and gains others’ perspectives.
  • Choose one differentiated assessment strategy (either pre, formative, or summative) from the course text (or from the recommended websites or video) and present a rationale for using the assessment to meet the needs of diverse learners and how it will be used to drive future instruction.
    • I think formative assessments create the best possibility of meeting the needs of diverse learners. Formative assessments are ongoing “observations, summaries, and reviews that inform teacher instruction and provide students feedback on a daily basis” (Dodge, 2009). Teachers can utilize formative assessments to determine which students need extra assistance, or who need to have more challenging options. They can also use formative assessments to make adjustments to the current lesson, and future lessons to meet the needs of more students.

References

Dodge, J. (2009). 25 Quick Formative Assessments for a Differentiated Classroom. Broadway, NY: Scholastic.

Tangient LLC, (2018). Differentiated Instructional Strategies. Retrieved from https://differentiatedstrategies.wikispaces.com/Differentiated%20Strategies%20for%20Assessment

 
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Explain your response. I am the Professor: I have been teaching Economics 101 at ABC University for fourteen (14) years. Nobody knows this content and how to teach it better to students than I do. I object to teaching a copied course created by someone else because…

“Instruction Evolves with Technology”  Please respond to the following:

Historically, in colleges and universities, each instructor was able to create their own class. If there were ten (10) sections of EDU 541, each section would have different books, learning outcomes, and assignments. With the evolution of online learning, it became easier to create one master course and copy ten (10) sections of that course so that each instructor is teaching the same course with the same books, learning outcomes, and assignments. Select and complete one (1) of the scenarios below. Explain your response.

  • I am the Professor: I have been teaching Economics 101 at ABC University for fourteen (14) years. Nobody knows this content and how to teach it better to students than I do. I object to teaching a copied course created by someone else because…
  • I am the LMS Administrator: I am in charge of a total of 440 sections for the university. I don’t have the resources to support each instructor creating their own class. I support using one (1) master course for Economics 101 because…
  • I am the President of the University: I am in charge of ensuring that we work together to respect each other’s opinions and be collaborative in our decisions. May I suggest the solution below that could work for everyone…

Peer Response

I am Professor Riley and I have been teaching Economics 101 at ABC University for fourteen (14) years. Nobody knows this content and how to teach it better to students than I do. I object to teaching a copied course created by someone else because I am more than equipped to do it on my own. Students do not need complacency instead they need creativity in lessons to motivate their learning. Though textbooks and other resources will be used to offer support to students, I am more engulfed in lessons that connect with a more hands on approach. I believe that some of the best learning experiences offer a realistic approach. Hands-on activities allow learners to connect to the content easier, and researchers have found convincing evidence in favor of active hands-on. For instance, studies documented  “enhanced problem-solving, increased student interest, enriched learning environments, positive impacts on student understanding, enhanced independent learning skills, and increased comprehension, application, and evaluation skills” (Omelicheva & Avdeyeva, 2008, p. 603).Furthermore, using a copied course would limit my creativity as a professor, preventing me from giving 100% of what I have to offer to students. Teachers need some freedom to not always teach to a test. Instead they should provide students with a “unique” learning experience that will assist them in their futures.

Reference:

Omelicheva, M. Y. and Avdeyeva, O. (2008) “Teaching with Lecture or Debate? Testing the Effectiveness of Traditional versus Active Learning Methods of Instruction” Political Science and Politics, 41, 603-607

 
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Develop an annotated bibliography to  indicate the quality of the sources you have read. For each annotation,  you need to summarize in your own words how the source contributes to  the solution of the global societal issue. Your annotation should be one  to two paragraphs long (150 words or more) and fully address the  purpose, content, evidence, and relation to other sources you found on  this topic.

Introduction, Thesis Statement, and Annotated Bibliography

Prepare: To help with the preparation of your  annotated bibliography, review the following tutorials and resources  from the Ashford Writing Center:

  • Introduction Paragraph Guide (Links to an external site.)Links to an external site.
  • Thesis Statement tutorial (Links to an external site.)Links to an external site.
  • Annotated Bibliography tutorial (Links to an external site.)Links to an external site.
  • Sample Annotated Bibliography (Links to an external site.)Links to an external site.
  • Evaluating Sources (Links to an external site.)Links to an external site.

Reflect: Reflect back on the Week Two Discussion in  which you shared with the class the global societal issue that you would  like to further address. Explore critical insights that were shared by  your peers and/or your instructor on the topic chosen and begin your  search for scholarly sources with those insights in mind.

Write: For this assignment, review the Annotated Bibliography Formatting GuidelinesPreview the document and address the following prompts:

  • Introductory Paragraph to Topic: Refer to the Final Argumentative  Essay guidelines for your topic selection. Write an introductory  paragraph with at least 150 words, which clearly explains the topic, the  importance of further research, and ethical implications.
  • Thesis statement: Write a direct and concise thesis statement, which  will become the solution to the problem that you will argue or prove in  the Week Five Final Argumentative Essay. A thesis statement should be a  declarative statement that makes one point in 25 words or less. The  thesis statement must appear at the end of the introductory paragraph.
  • Annotated Bibliography: Develop an annotated bibliography to  indicate the quality of the sources you have read. For each annotation,  you need to summarize in your own words how the source contributes to  the solution of the global societal issue. Your annotation should be one  to two paragraphs long (150 words or more) and fully address the  purpose, content, evidence, and relation to other sources you found on  this topic. The annotated bibliography must include no less than five  scholarly sources that will be used to support the major points of the  Final Argumentative Essay. Critical thinking skills need to be  demonstrated by accurately interpreting evidence used to support various  positions of the topic.

The Introduction, Thesis Statement, and Annotated Bibliography Assignment

  • Must be 1,000 – 1,250 words in length (excluding the title and  reference pages) and formatted according to APA style as outlined in the  Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five scholarly sources.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
 
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Describe the conversation and end result. Practice asking open-ended questions to at least three different children that encourage conversation and extends the child’s thinking or problem solving.  Take notes 

Interactions with children

  1. Observe and record three different examples of an adult (other than you) who responded to a child’s cue by extending their interest of by creating an activity to support the child’s interest.  It could be describing how an activity was changed to support their interest or ideas.
  2. Practice observing children to discover the behaviors that inform adults about the child’s needs and interests.  Respond to a child’s cue:

Describe the child’s behavior that you responded to

Describe the situation (location and activity etc)

Describe your response and to support that child’s interests

Describe your feelings, ideas, insights and/or reactions to this activity.

Problem Solving

  1. Observe a child or a group of children solving a problem.  Describe what you observed.
  2. Record an example of an adult assisting a child or group of children with problem solving.  (cognitive or social or with materials)  Describe the conversation and end result.
  3. Practice asking open-ended questions to at least three different children that encourage conversation and extends the child’s thinking or problem solving.  Take notes

What did you say?

What did the child say?

What were the questions and the responses

What would you say differently next time?  How did you feel about the conversations????

 
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