(PDP) Goal 1: measure students understanding level through applying various types of summative and formative assessment.
By the end of Teaching Practice year four from February 07th until March 23rd , I will assess pupils’ progress via viruses style of assessment ( formative & summative ).
Core Objectives for Goal 1
There are two type of assessment such as formative assessment (assessment to monitor student learning ) and summative assessment (assessment to evaluate student learning ) which has a huge impact for students learning and these assessments scaffold students learning. Both type of assessment helps to get students high level of engagement, involvement and achievement of standards of assessment which helps classroom management and crate path to be an Authoritative teacher.
assessments play a very important role in planning for learning. Teachers use them to make sure that their students understood the lesson. Also, it helps to determine whether they have fulfilled the goals and objectives. However, good teachers choose the assessments carefully and vary them according to the level of students. That is, prepare activities for high, medium, and low levels.
Formative assessments are commonly contrasted with summative assessments, which are used to evaluate student learning progress and achievement at the conclusion of a specific instructional period—usually at the end of a project, unit, course, semester, program, or school year. In other words, formative assessments are for learning, while summative assessments are of learning. Or as assessment expert Paul Black put it, “When the cook tastes the soup, that’s formative assessment. When the customer tastes the soup, that’s summative assessment.” It should be noted, however, that the distinction between formative and summative is often fuzzy in practice, and educators may hold divergent interpretations of and opinions on the subject.
Core Objectives for Goal 1
There are two type of assessment such as formative assessment (assessment to monitor student learning ) and summative assessment (assessment to evaluate student learning ) which has a huge impact for students learning and these assessments scaffold students learning. Both type of assessment helps to get students high level of engagement, involvement and achievement of standards of assessment which helps classroom management and crate path to be an Authoritative teacher.
assessments play a very important role in planning for learning. Teachers use them to make sure that their students understood the lesson. Also, it helps to determine whether they have fulfilled the goals and objectives. However, good teachers choose the assessments carefully and vary them according to the level of students. That is, prepare activities for high, medium, and low levels.
Formative assessments are commonly contrasted with summative assessments, which are used to evaluate student learning progress and achievement at the conclusion of a specific instructional period—usually at the end of a project, unit, course, semester, program, or school year. In other words, formative assessments are for learning, while summative assessments are of learning. Or as assessment expert Paul Black put it, “When the cook tastes the soup, that’s formative assessment. When the customer tastes the soup, that’s summative assessment.” It should be noted, however, that the distinction between formative and summative is often fuzzy in practice, and educators may hold divergent interpretations of and opinions on the subject.
Ranges of Competencies :
1- Planning for Learning
- Creates and select learning experiences that maximize learning, challenging stronger students and supporting weaker ones
- Plans tasks for the whole class, groups and individuals using a learner-centered approach
- Supports learning effectively through each stage of the lesson
TC: From my view, the most professional skills each teacher should have is planning , teaching, reviewing teaching and learning , assessing , monitoring and giving feedback.
2- Monitoring and Assessment
- Uses informal and formal assessments, as appropriate, to diagnose student learning needs and support the continuous development of all children
- Shows advanced skills in record keeping and using various types of assessments.
- Uses appropriate technologies to monitor and assess children’s progress
TC: Activities play a very important role in planning for learning. Teachers use them to make sure that their students understood the lesson.
3- Reflection
- Reflects and justifies their professional development activities with reference to their Professional Development Plan.
- Analyses critically, own effectiveness in promoting learning and development.
TC: From this goal I will develop myself using PDP which will help me as a teacher to reflect, analyze, promote and implement assessments that will show my growth as a teacher.
1- Planning for Learning
- Creates and select learning experiences that maximize learning, challenging stronger students and supporting weaker ones
- Plans tasks for the whole class, groups and individuals using a learner-centered approach
- Supports learning effectively through each stage of the lesson
TC: From my view, the most professional skills each teacher should have is planning , teaching, reviewing teaching and learning , assessing , monitoring and giving feedback.
2- Monitoring and Assessment
- Uses informal and formal assessments, as appropriate, to diagnose student learning needs and support the continuous development of all children
- Shows advanced skills in record keeping and using various types of assessments.
- Uses appropriate technologies to monitor and assess children’s progress
TC: Activities play a very important role in planning for learning. Teachers use them to make sure that their students understood the lesson.
3- Reflection
- Reflects and justifies their professional development activities with reference to their Professional Development Plan.
- Analyses critically, own effectiveness in promoting learning and development.
TC: From this goal I will develop myself using PDP which will help me as a teacher to reflect, analyze, promote and implement assessments that will show my growth as a teacher.
Implementation Strategies with Resources
Strategy 1: Exam Practice sheets
Responsible Party: Students Resources: - three exam exercises worksheet - eraser - Pencil Type of Grouping: Individual (written assignments) Type of Assessment: Formative and Summative assessment Target Date: 29 Jan , 30 Jan and 31 Jan 2017 |
Strategy 2: Building up words to create a clear sentences and paragraph.
Responsible Party: Students Resources: - Worksheet - Pencil - white board Type of Grouping: whole class Type of Assessment: Formative assessment (Writing assessment) Target Date: 16 Jan – 16Mar 2017 |
Strategy 3: design embodied
Responsible Party: Students Resources: - Learner book Type of Grouping: Individual Type of Assessment: Summative assessment Target Dates: 20 February 2017 |
Implementation Strategies with Resources
Strategy 1: Exam Practice sheets
Responsible Party: Students
Resources:
- three exam exercises worksheet
- eraser
- Pencil
Type of Grouping: Individual (written assignments)
Type of Assessment: Formative and Summative assessment
Target Date: 29 Jan , 30 Jan and 31 Jan 2017
Evidence with justification:
Implementation of strategy 1: Exam Practice sheets
Evidence of Implementation :
Description and Justification of Students Work:
In this strategy, I did the same for what I did last semester. I divided the skills to three days because tests provide opportunities for children to demonstrates their levels of understanding (or misunderstanding) and their skills, This strategy to made a judgment about the achievement of the pupil’s . The purpose was to measure the quality, the quantity and the level of pupil’s learning.
This strategy went well . it helped me to monitor and evaluate their level and know where do they need help.in addition to that, the result I got from the learner according to this strategy informed me how to planed and taught them .
Strategy 1: Exam Practice sheets
Responsible Party: Students
Resources:
- three exam exercises worksheet
- eraser
- Pencil
Type of Grouping: Individual (written assignments)
Type of Assessment: Formative and Summative assessment
Target Date: 29 Jan , 30 Jan and 31 Jan 2017
Evidence with justification:
Implementation of strategy 1: Exam Practice sheets
Evidence of Implementation :
Description and Justification of Students Work:
In this strategy, I did the same for what I did last semester. I divided the skills to three days because tests provide opportunities for children to demonstrates their levels of understanding (or misunderstanding) and their skills, This strategy to made a judgment about the achievement of the pupil’s . The purpose was to measure the quality, the quantity and the level of pupil’s learning.
This strategy went well . it helped me to monitor and evaluate their level and know where do they need help.in addition to that, the result I got from the learner according to this strategy informed me how to planed and taught them .
Strategy 2: Building up words to create a clear sentences and paragraph.
Responsible Party: Students
Resources:
- Worksheet
- Pencil
- white board , worksheet
Type of Grouping: whole class
Type of Assessment: Formative assessment (Writing assessment)
Target Date: 16 Jan – 16Mar 2017
Responsible Party: Students
Resources:
- Worksheet
- Pencil
- white board , worksheet
Type of Grouping: whole class
Type of Assessment: Formative assessment (Writing assessment)
Target Date: 16 Jan – 16Mar 2017
Evidence with justification:
Implementation of strategy 2: Building up words to create a clear sentences and paragraph.
Evidence of Implementation :
Implementation of strategy 2: Building up words to create a clear sentences and paragraph.
Evidence of Implementation :
Description and Justification of Students Work:
I built up this strategy because they are grade three . they are, generally, obedient and understand what they are being told. As a result they become interested when being involved in the teaching process, focus on the lesson and feel free to raise questions. In grade three they had an extra skills and vocabulary from grade two. Moreover, my other goals and strategy are related to writing stories and facts. So, I built up my previous strategy. Each week they had a period which is specified for writing. I specified it for them to teach them how to improve their writing skills, their ideas, their vocabulary, and their hand writing. The results I got each week are preaching and their standard went up. I will work to achieve my objective through the current strategies with the various goals because all of them are related together.
I built up this strategy because they are grade three . they are, generally, obedient and understand what they are being told. As a result they become interested when being involved in the teaching process, focus on the lesson and feel free to raise questions. In grade three they had an extra skills and vocabulary from grade two. Moreover, my other goals and strategy are related to writing stories and facts. So, I built up my previous strategy. Each week they had a period which is specified for writing. I specified it for them to teach them how to improve their writing skills, their ideas, their vocabulary, and their hand writing. The results I got each week are preaching and their standard went up. I will work to achieve my objective through the current strategies with the various goals because all of them are related together.
Strategy 3: design embodied
Responsible Party: Students
Resources:
- Learner book
Type of Grouping: Individual
Type of Assessment: Summative assessment
Target Dates: 20 February 2017
Responsible Party: Students
Resources:
- Learner book
Type of Grouping: Individual
Type of Assessment: Summative assessment
Target Dates: 20 February 2017
Evidence with justification:
Implementation of strategy 3: design embodied
Evidence of Implementation :
Implementation of strategy 3: design embodied
Evidence of Implementation :
Description and Justification of Students Work:
At the end of each unit there is a sheet with of the final project . I had to follow the book and the curriculum so, when I finished each unit ; Learner created a project and wrote some captions.
Grade three pupils designed embodied which is assets in the learner book. It was about creating insects body parts from different fabric including the captions.
This is a summative assessment which is evaluating how much did the student gain from the teacher and did he understood the unit.
Already I gave them the instruction of how to do the project because I need them to do it not their mothers.
At the end of each unit there is a sheet with of the final project . I had to follow the book and the curriculum so, when I finished each unit ; Learner created a project and wrote some captions.
Grade three pupils designed embodied which is assets in the learner book. It was about creating insects body parts from different fabric including the captions.
This is a summative assessment which is evaluating how much did the student gain from the teacher and did he understood the unit.
Already I gave them the instruction of how to do the project because I need them to do it not their mothers.
- Don’t use computer to type caption
- Do it by your own
- Don’t buy a set scene from the stores
Goal One Evaluation
I applied the 3 strategies related to the first goal . The essence of being an effective teacher lies in knowing what to do to foster pupils’ learning and being able to do it.Assessments play a very important role in planning for learning. Teachers use them to make sure that their students understood the lesson. Also, it helps to determine whether they have fulfilled the goals and objectives.