Week 9: Assessment

Description:

In order to teach students, we must know where they are and monitor their progress along the way. We do this through stating objectives and then assessing whether or not students have mastered those objectives. Traditionally, we think of tests coming at the end of the teaching, but it is also important to measure throughout the teaching progress. 

Analysis:

The first step teachers should take in beginning a new lesson or unit is to state the objectives. The objectives help the students understand what they are responsible for learning during the lesson. The objective should also state how students will be evaluated on the information. A objective typically follows this pattern: condition-performance-criterion (Slavin, 2012), Before teachers commit to the objectives they have set forth, a task-analysis must be done to determine what prerequisite skills are needed to be successful in learning the new material. To streamline the process and ensure that objectives align with material and come in the order that makes the most sense, teachers should implement backward planning. 

Backward planning also helps teachers properly and efficiently align objectives with assessments. Savin (2012) suggests that teachers should actually write test questions before stating objectives. Objectives should measure a wide variety of knowledge, so teachers should consult Bloom’s Taxonomy when writing objectives. Using a system like Bloom’s Taxonomy prevents teachers from teaching only simple skills. Savin (2012) states, “All too often, teachers focus on measurable knowledge and comprehension objectives and forget that students cannot be considered proficient in many skills until they can apply or synthesize those skills” (p. 406). While objectives definitely benefit students, they mostly benefit teachers and help teachers stay organized and on-task. Savin (2012) states that research regarding instructional objectives “implies that instruction is effective to the degree to which objectives, teaching, and assessment are coordinated with one another” (p. 407). 

After setting forth instructional objectives, teachers must then assess/evaluate students on those objectives and provide feedback to let students know how they are doing when it comes to meeting them. Evaluation refers to “all the means used in schools to formally measure student performance” and includes “quizzes and tests, written evaluations, and grades” (Slavin, 2012, p. 408). Evaluation has different purposes: feedback, information, and incentive. For students, evaluations provide students feedback on how they are doing and if they are successful in learning the material being presented—are they mastering those objectives set forth at the beginning. Evaluations also provide feedback to teachers, which allows teachers to see how effective their instruction is. Evaluations also provide information to parents and other professionals (psychologists, administrators, public officials) about how students and teachers are performing in the classroom. Evaluations also serve as incentives for students, and we all know how great it feels to earn a good grade.

There are many different types of evaluations, but they all fall in to one of two categories: summative or formative evaluations. A formative evaluation “is designed to tell teachers whether additional instruction is needed and to tell students whether additional learning is needed” while a summative evaluation “refers to tests of student knowledge at the end of instructional units” (Slavin, 2012, p. 410). There are many different types of assessments. One type of item included on many tests is a select-response item. When writing these types of questions, teachers should remember that “a capable student should be able to choose the correct answer and not be distracted by the wrong alternatives” and teachers “should minimize the chance that  a student who is ignorant of the subject matter can guess the correct answer” (Slavin, 2012, p. 418). True/False and matching questions also fall into this category. Constructed-response items require a student to finish a sentence or fill in a blank. While these can be easier to write, they can be tricky because teachers may receive more ambiguous answers. Essay questions and questions that require problem-solving are also options to include on an assessment. Performance assessments and student portfolios are other ways to assess students with giving a formal assessment in one session. A portfolio compiles a students’ work over time, and a performance assessment is a test that “involve[s] actual demonstrations of knowledge or skills in real life” (Slavin, 2012, p. 432). These require a better understanding of the material, as the students must put it to use to be successful. 

Assessments and evaluations must be graded, and while most schools use the typical letter scale, lots of schools are switching to other methods. Mastery grading is now seen more and more, and it typically gives students another opportunity to improve if the material isn’t mastered initially. 

Reflection:

The longer I teach, the more I understand just how important learning objectives are for both my students and for me. Outlining the objectives I want students to meet before I start planning an assessment or lesson really helps me put the goals of a unit into focus. Though Slavin suggests that assessments should be made before objectives, I typically come up with a rough draft of the objectives, make the assessment, and then go back and revise my objectives to meet the assessment. Like objectives, assessments are equally as important, and it is important that teachers give different types of assessments. I admit, I didn’t use formative assessments as much as I should have when I first started teaching, but each year I incorporate them more and more. Sometimes, it is really just thinking of something in terms of an assessment and taking good notes about what students do and do not understand to help with planning for the next lesson. 

Developing evaluations is becoming more and more difficult to me as we try so hard to align our assessments at the school level with the assessments the state is providing. It is also becoming increasingly difficult to keep kids honest. It sometimes seem like technology is a teacher’s best friend and worst enemy. With multiple choice tests, it is almost impossible to keep students from cheating, even if it is just making an extra copy of the answers and providing them to a student in the next period class. Even when I give performance assessments, I often feel that students are using the Internet to find too much information rather than relying on their own knowledge. Lately, I’ve resorted a lot of essay writing for assessments, and I often make them in-class essays to ensure that students can’t access information online to assist them. While students often complain about writing essays, there are a lot of benefits. One thing is that students can draw on lots of different information to develop an answer, and there isn’t just one correct answer. Additionally, students can utilize other skills and/or knowledge to help answer the question, and they are also improving their writing skills. When writing an essay, I always let students revise, because that is part of the process. In a study on writing and feedback, it was found that students are more successful when they provide peer feedback on one’s writing and use that feedback to improve. Wakefield, et. al. (2014) refer to the idea that “the mere act of re-reading and re-writing one’s own paper usually results in at least some improvement” (p. 259). In contrast, students are never able to re-work answers on a multiple choice test. For me, writing just aligns better to my teaching style, and so I utilize it most. We are trying to make progress and continue to improve, and I appreciate that writing allows students to improve no matter where they start. 

References:

Slavin, R.E. Educational Psychology: Theory and Practice (10th ed.). Boston: MA, Pearson. 

Wakefield, C., Adie, J., Pitt, E., & Owens, T. (2014). Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool. Assessment & Evaluation In Higher Education, 39(2), 253-262. doi:10.1080/02602938.2013.822845

Week 8: Learning Environment

Description:

Slavin (2012) indicates the importance of classroom management in an effective learning environment. He states, “Creating an effective learning environment involves organizing classroom activities, instruction, and the physical classroom to provide for effective use of time; to create a happy, productive classroom; and to minimize disruptions” (p. 217). This chapter focuses on the importance of time, behaviors, and rules when it comes to classroom management.

Analysis:

Good use of time is the number one thing that contributes to classroom management. If a teacher is efficiently utilizing all of the time in the class, there will be no time for disruptions. There is a lot of lost time in schools. This may come from general housekeeping issues, like pictures, announcements, field trips, etc., or this may come from lack of planning and engagement. Savin (2012) states, “A surprising amount of allocated instructional time is lost because you may not start teaching at the beginning of the period” (p. 319). It is crucial that teachers start on time and leave the little disruptions, like late arrivals, to deal with later. As Slavin (2012) states, “Avoiding interruptions takes planning” (p. 319). Teachers should have systems in place so that students know what to do if they have to go to the bathroom, come late to class, etc. so they don’t have to stop and ask the teacher. Sometimes, teachers also need to learn to let go of the little things that don’t matter in the long run. Savin (2012) cautions that “you can spend too much time on simple classroom routines” (p. 320). The goal of teachers should be to maximize the time students spend engaged, because this is when they are truly learning. Savin (2012) states, “The best way to increase students’ time on task is to teach lessons that are so interesting, engaging and relevant to their interests that students will pay attention and eagerly do what is asked of them” (p. 321). Once a teacher has the interest of his/her students, that teacher must maintain the momentum. This comes by eliminating as many distractions as possible so students will stay engaged. Teachers should also have procedures in place for transitions, as a lot of time can be wasted here. 

Having students work independently or in groups gives that teacher the opportunity to give students one-on-one time and closely monitor their progress or address areas of concern. Teachers need to have a certain amount of “withitness,” or “actions that indicate awareness of students’ behavior at all times” (p. 324). Another skill that teachers have is “overlapping.” This relates to “a teacher’s ability to attend to interruptions or behavior problems while continuing a lesson or other instructional activity” (p. 324). 

Starting the year by setting expectations for students and ensuring that they understand them is vital to having a successful year in the classroom management department. Class rules should be few in number, clearly stated and understood, and should be taught to students (Slavin, 2012). 

No matter how many rules a teacher has or how effectively she teaches them, there will be some misbehaviors that need to be dealt with. Savin (2012) encourages teachers to “correct misbehaviors by using the simples intervention that will work” (p. 329). Ideally, one students’ disruption shouldn’t disrupt other students. Prevention is ideal, and teachers can prevent behaviors by using nonverbal cues, praising correct behaviors, giving reminders, and assigning consequences to those who need it. Teachers must also be aware of reinforcers that encourage student behavior. Sometimes, other students are reinforcers because the student misbehaving wants their attention. A student may also want the attention of a teacher. In this case, the teacher is the reinforcer. If the behaviors of a student turn serious, other options may be consulted. For example, a prevention program or peer mediation. 

Reflection:

I agree with Slavin that classroom management is incredibly important in determining whether or not students utilize all opportunities in a class and make the most of the time spent in that class. There are lots of things a teacher can do to make a class run smoothly, and I completely agree that it is incredibly important to set rules before the school year starts and make sure the students know those rules early on in the year. My first year teaching, I made a few mistakes, and I had to modify/add rules throughout the school year. Issues just came up that I wasn’t expecting. To be honest, I probably had too many specific rules (which Slavin argues against) instead of a few general rules that can be applied to many things. Now, I have fewer rules and don’t have this issue. 

I am thankful to be reminded of the fact that a lot of time gets wasted at the start of class and at the end of class. I was really guilty of this last year, especially at the end of the year. If students don’t have something specific to do as soon as the bell rings, they simply don’t sit down and get ready for class to start. I’ve also learned over the years that there has to be a time limit on the bell-ringer. If there isn’t one, the students are in no hurry to get it done. 

While rules and planning gets a teacher far in the classroom management world, there is another important element: relationships. Teachers must have good relationships of respect and care with their students to maintain a good classroom environment, which is essential for good classroom management. Sieberer-Nagler (2015) states, “But the knowledge of subject matter alone is not sufficient to ensure that teachers will be effective and that students will be successful in their learning” (p. 163). Additionally, it is important that teachers model the behavior they want their students to exhibit. If a rule is to not use a cell phone in class, the teacher should not use his/her cell phone. This also comes back around to relationships. Students will have more respect for a teacher who abides by the class rules rules and will, therefore, behavior better for that teacher. Students also gain respect from students by knowing their subject matter well. Sieberer-Nagler mentions that a reflection journal can help teachers in this area. I’ve always wanted to start a reflection journal, but I’ve always put it on the “to do” list and never gotten to it. I do see the value, and I hope I can implement it this year. 

References:

Slavin, R.E. (2012). Educational Psychology: Theory and Practice (10th ed.). Boston: MA,

Pearson.

Sieberer-Nagler, K. (2016). Effective Classroom-Management & Positive Teaching. English

Language Teaching, 9(1), 163-172.