What is Component 1f?
Component 1f is designing student assessments. As teachers, assessments are vital to our class because we should not only have assessment of learning but assessment for learning as well. For us to truly gauge our lesson plan effectiveness, student learning, what we can do to help, and if our set outcomes are being met, we must use assessments to aid us. Our assessments should also provide a full range of learning outcomes; for different skills and knowledge, we need different methods. Also, our assessments should be adapted to meet the needs of each student. When we design our test we should have each individual student in mind, as well as what their needs are.
Why do we need it?
Every student is different; every student learns differently. As teachers we need to not just be able to assess students but assess students properly and effectively. Sometimes assessments do not explicitly mean tests or quizzes; an effective teacher is able to incorporate assessment into instruction and adapt instruction to ensure student understanding. The goal should be that students understand the content and can show it; if students are unable to demonstrate their understanding and knowledge, it should be on the part of teacher to reassess and reconsider the instruction and its presentation. Everything we do as teachers should be in the best interests of students.
What are the elements?
Component 1f is comprised of 4 elements: congruence with instructional outcomes, criteria and standards, design of formative assessments, and use for planning. Congruence with instructional outcomes means that the outcomes that we set forth and have in the beginning of the course and before each unit should align with the assessment. It should also be clearly identifiable and not muddled or unclear. Criteria and standards means that our expectations are clearly defined. We should also keep in mind the standards of the school, district, and state when creating tests. Again, there should be not confusion over what the expectations are. Design of formative assessments means that our assessments for learning must be planned as part of the instructional process. We should constantly be editing and refining our assessments through our instruction; students should also be able to identify where they need improvement and where their strengths are on a personal level. Use for planning means that our assessments and their results guide our future planning. This could look like everyone doing well on a test, so we are able to move onto the next topic; maybe a lot of the students struggle with a certain concept or topic, so we decide to review that before moving on. As a teacher, we must be able to interpret assessment results and then analyze and apply what is appropriate for the best interests of the students.
Cool ideas to help with Component 1f?
References:
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