Reflection Journal #8: Chapter Thirteen: Assessing Student Learning

Description:

The focus of reading and discussion in EDAT 6115 this week was on assessing student learning. Our discussions in class were based on formative assessments and why they are important for both teachers and students. When thinking about an effective learning environment, it is important to think about the types of assessments you place in front of your students.

Analyze:

            Assessing student learning is all about having a plan for where students are moving, how you will go about getting them there (instructional strategies), and how to know if they have met the learning goals. The first step in planning effective assessments for our students is to determine our instructional objectives and how we plan on teaching the content. Slavin (2018) describes the importance of having a plan, “Setting out objectives at the beginning of a course is an essential step in providing a framework into which individual lessons will fit (Slavin, p. 340). In order to write an objective for learning various items need to be determined: the conditions of the learning, an action verb describing what the students will do, and a criterion for success. Another important detail to keep in mind is that you want your instructional objective to be specifically about the subject and content, they need to be meaningful and specific.

            After determining an instructional objective for your students, the next step is to determine the task you want your students to complete. Your task should include identifying what students already know, including what they need to learn and determine any subskills that will need to be included to ensure student understanding. Following these steps may seem out of order, as some teachers start with the assessment and base everything around that. However, to be an effective teacher, background design should be used when planning for instruction. Slavin (2018) describes the concept of backward design, “…It makes sense to start by writing objectives for the course as a whole, then objectives for large units, and only then specific behavior objectives” (Slavin, p. 342).

            Only after creating your student objectives can you determine how you will assess your students through evaluation. Slavin (2018) defines evaluation, “Evaluation, or assessment, consists of all the means used in schools to formally measure student performance” (Slavin, p. 348). The objectives you created should be closely aligned with your assessment. There are various ways that teachers can choose to assess their students like through informal and formal assessments. Informal assessments could include simple questioning to your students or tickets out of the door. Formal, more formative assessments, including writing an essay, taking a test, or a presentation, just to name a few.

            What is the point in providing assessments to our students? One of the main reasons is to use as a guide to determine where your students are and to determine if they are learning the information needed to advance. There are six reasons that teachers give assessments to students that include the following: feedback to students, feedback to teachers, provides information about student learning to parents, provides information for selection, provides for accountability, and incentives can be used with assessment to increase student effort in the classroom (Slavin, 2018, p. 348). Know that we have knowledge about the uses of assessments with our students, it is important to know the differences between the various types of assessments such as formative and summative assessments, and norm-referenced and criterion-referenced assessments.

            Assessments are usually divided into two categories: formative and summative assessments. A formative assessment is geared to figuring out the placement of student learning and how students could continue improving. Formative assessments are given frequently throughout instruction and provide the student with frequent feedback on their learning as they progress. A summative assessment is geared toward knowing if the student knows the content by the end of a unit. These types of assessments are not as frequent, but they do allow for the reliability of progress with our students. The other types of evaluations are norm-referenced and criterion-referenced which has to do with how viewers are analyzing and interpreting scores of assessments. A norm-referenced interpretation compares student’s scores with other students who took the exact same test, these are commonly used with national testing. In our school, we utilize the IOWA test as our norm-referenced assessment. A criterion-referenced interpretation is only focusing on one specific student and how they achieved mastery on a set of skills.

            Based on the knowledge gained from evaluations, how do teachers go about determining the best way to evaluate their students? It is important to remember that there isn’t a right or wrong way, it is really up to the teacher and their students and what is going to work best in their classrooms. Slavin does suggest, however, that two types of evaluations should be used: one based on giving feedback to students and the other to rank students in comparison with a larger group of students (Slavin, 2018, p. 351). Now that we have an understanding of assessments, it is time to construct an assessment! There are a few principles to keep in mind when creating a test: tests should be based around an objective, they should measure a learning task from your instruction, the questions should match up with your learning outcomes, they should be closely tied with how the results will be interpreted, they should be interpreted with caution, and they should be utilized to improve student learning (Slavin, 2018, pp. 353-354).

            After considering several principles, you can begin constructing your test questions for your students. The first step is to determine what concepts your test will cover and how many questions you are going to include. In addition, you will need to determine what type of questions you will ask, will they be selected-response questions, or will they be constructed-response questions where students do the writing? Selected-response questions could include multiple-choice items, true-false, and matching. A constructed-response question has the student supply the answer through writing a response to a question or prompt, or it could be simpler like using fill-in-the-blank. Based on the types of questions you decide to ask will also determine how you will grade the assessment. Selected-response questions are easier to grade, whereas, a constructed-response question is more subjective and would need a rubric or guide in order to grade it fairly.

            Another type of assessment could include a portfolio or performance assessment. These types of assessments are said to be more reliable and authentic because it truly shows the students learning. Slavin (2018) describes portfolios as, “… the collection and evaluation of samples of student work over an extended period” (Slavin, p. 368). Portfolios are wonderful tools because they show progression over time. Slavin (2018) describes performance assessments as, “Tests that involve actual demonstrations of knowledge or skills in real life…” (Slavin, p. 370). A performance assessment could include a student giving an oral report or completing an in-class project/assignment. The key to performance assessments is ensuring that they are scored accurately to show student improvement of the learning objectives through creating a scoring rubric. Lastly, assessments can be given through digital games and simulations. Technology is a great tool to use with assessments because of ease of scoring. Some examples of digital games and simulations could include a simulated lab or students playing a game against a computer. Students’ scores could be reordered and used to evaluate progress.

            Do teachers grade everything? How do you determine what work from your students is necessary to take a grade on? Teachers need to determine their grading criteria so that students and parents know the expectations. Many schools utilize letter grades that correlate to a percentage score. The only issue with letter grades is that students’ scores can depend on the type of test and the number of questions per test. Another form of grading is called performance grading. Performance grading includes the teacher determining a grade for a student based on students’ progress throughout the year (Slavin, 2018, p. 375). Where do all of these grades go? At the end of each 9 weeks or four times per year, teachers compile grades from quizzes, test, projects, participation, and more to formulate a student report card grade. Report cards can be difficult because there are many considerations teachers need to make, such as missing work and grade. Also, it is vital to remember that report cards should never be a surprise for parents or students. Consistent feedback is needed to ensure parents and students are informed of progress.

Reflection:

            As a second-year teacher, I am still figuring out assessments and determining what types of assessments I like to utilize with my students. Every group of students is different and has different needs, so for the past two years, I have used a variety of assessment methods with my students. To me, the concept of assessment has to do with seeing what your students have learned and using that information to guide your instruction or to determine if any students need remediation. I do, however, have mixed feelings about the concept of assessments. One type of assessment that I strongly dislike is state assessments. I understand that they have good uses and the state needs to monitor student learning, however, I believe that these assessments are not created in a way that accurately measures what our students know or have learned. In addition, they don’t show all of the other skills I have taught my students throughout the year such as learning to be a good friend or how to be empathetic to their peers.

            Throughout the readings and discussions this week, I learned that it is okay to use formative assessments more frequently to assess students’ progress. Previously I was more focused on the summative assessment and getting my students ready to take that as the end of the unit. I learned that students need multiple opportunities to show growth and formative assessments such as a ticket out of the door or a quick quiz could be utilized to show growth! Based on what I learned this week, I plan on implementing formative assessments into every lesson through quick, checking for understanding strategies, even if it is just a turn and talk.

            Lastly, the reading and discussions this week caused me to think about the performance assessments I utilized throughout the last year. I used a performance assessment called an AVID One-Pager. In this assessment, students are given a piece of blank paper and a paper with the requirements of the different items the students need on their page that correlates to the unit. The students are also given reading passages and they can use their journals. The readings specifically caused me to think about the ways in which I was grading these performance assessments and the lack of a quality rubric to assess students’ performance. My main question that came up is, what should be assessed through the One-Pager? Should student creativity be assessed when my goal is the progression of learning objectives? My action step is to revamp my performance assessment rubrics by sitting down with my school curriculum support teacher to determine what criteria I should be assessing.

Reference

Slavin, R. E. (2018). Educational psychology: Theory and practice (12^th ed.). Boston, MA: Pearson Education.

Reflection Journal #7: Chapter Eleven: Effective Learning Envrionments

Description: 

The focus of reading and discussion in EDAT 6115 this week was on the effective learning environment. Our discussions in class were based on classroom management issues we have in our field experiences and in our classrooms. Our discussions included our issues and ways that we could manage those issues based on our class readings. When thinking about an effective learning environment and classroom management it is important to think about having a plan for everything. If you plan in advance for every situation, you can ensure that you will be able to run your own ship.

Analyze:

            Teachers need to be able to run their own ships, in order to accomplish this, they need to be able to have an effective learning environment that incorporates effective classroom management techniques. Slavin (2018) describes classroom management as, “…strategies for providing effective learning environments include not only preventing and responding to misbehavior but also, and even more important, using class time well, creating an atmosphere that is conducive to interest and inquiry, and permitting activities that engage students’ minds and imaginations” Slavin, p. 272). It is important to note that effective classroom management is not just about behaviors, it includes effective and engaging instruction and planning. Effective classroom management involves the use of time, the creation of your learning environment, management, lessons, activities, and discipline.

            One of the most effective strategies for an effective learning environment includes using your time for instruction which is also known as allocated learning time. In order to ensure our students are having the opportunity to learn teachers need to ensure they are preventing lost time, late starts and early finishes, interruptions, handling routine procedures, maintaining a rapid pace of instruction, and minimizing time spent on discipline issues (Slavin, 2018, pg. 274-275). In addition, teachers also need to utilize engaged time effectively with their students. Slavin (2018) describes engaged time, “Engaged time (or time on task) is the time individual students actually spend doing assigned work” (Slavin, p. 275). In order to ensure teachers are utilizing engaged time, they can teach engaging lessons, manage classroom transitions, maintain focus from their students during lessons, maintain focus during seatwork, and utilize overlapping skills throughout a lesson or activity (Slavin, 2018, p. 277).

            Although it is important to ensure that teachers are utilizing allocated and engaged time, it is also important to consider classroom management. Slavin (2018) describes the importance of effective classroom management, “Research has consistently shown that basic common-sense planning and groundwork go a long way toward preventing discipline problems from ever developing” (Slavin, p. 278). It is all about making a plan and getting organized! Some planning includes the beginning of the year routines and procedures, classroom set up, setting class rules and procedures with your students’, and setting class norms and expectations from day one!

            Setting the standards and norms from day one is vital for a classroom that is going to run smoothly. This includes making a plan for introducing students to classroom rules and procedures and including them in the process. In addition, starting the year off right involves working with the whole class initially. At the beginning of the year, it is important to make sure that all students are engaged and involved at all times. The first few weeks of school are also spent practicing rules and procedures a million times! A large part of classroom management is setting class rules and norms. It is important the teachers don’t create a lot of rules, they should make sense, and they need to be clearly explained and taught to your students in order for them to be effective. In addition, the beginning of the year, especially the first week, teachers should be planning simple and enjoyable tasks for students that slowly engage students in instructions on classroom procedures. Lastly, at the beginning of the year, it is important to respond immediately to students in order to stop and correct misbehaviors and set the standards for the classroom community.

            In addition to ensuring the “stage is set” and the rules and procedures are in place, teachers need to plan for student misbehaviors. Besides creating engaging lessons and instructions, teachers need to have strategies and tools in their teacher toolbox to prevent or deal with problems when they occur. The main goal of the effective management of behavior is to utilize the simplest intervention that will work with your students (Slavin, 2018, p. 280). There are seven steps to the principle of least intervention that include prevention, nonverbal clues, praise of correct behaviors, praise for other students, verbal reminders, repeated reminders, and then consequences (Slavin, 2018, p. 281).

            Classroom misbehaviors can be dealt with through prevention. Prevention includes creating engaging lessons, varying up lessons, using new and different approaches with your students, and including cooperative learning or PBLs. In addition, teachers can incorporate nonverbal clues into their lessons. For example, making eye contact with a student to stop a misbehavior or moving closer to a student to alert the student. Nonverbal cues are effective because teachers are able to continue with instruction without stopping to reprimand students! Sometimes nonverbal cues may not be enough, and a verbal reminder might be necessary to help get students back in control. A verbal reminder needs to encourage students to do the right behavior, not to slam them for the behavior that is incorrect. Sometimes the cues and verbal reminders are enough for students, but a repeated reminder might be needed for a student who just isn’t responding. Slavin (2018) describes the effectiveness of utilizing a repeated reminder, “When a student refuses to comply with a simple reminder, one strategy to attempt first is a repetition of the reminder, ignoring any irrelevant excuse or argument” (Slavin, p. 282). In addition, praising correct behaviors and praising other students can be a powerful motivator for students. Lastly, when nothing else is working, it is time to apply some consequences for students’ actions. For example, sending a student to a cool down spot, taking time off of recess (which is sometimes not allowed in school systems), or a phone call home. A consequence needs to be applied as soon as possible after the behavior occurs. Do not give students empty threats!

            Classroom misbehaviors can be analyzed, and the analysis can be utilized to manage more serious behavior problems within the classroom. Most classroom misbehaviors are occurring because a student is seeking attention from a teacher or from their peers, sometimes from both parties. Another reason for misbehaviors is because the student is attempting to release themselves from an unpleasant state of emotion or they just don’t want to complete an activity. For example, students who constantly ask to get water or to use the restroom. Sometimes behavior management strategies are not enough for these students and behavior modifications need to be put into place to change the behaviors.

            The first step in analyzing behavior is to observe the student who is misbehaving and target what is reinforcing their misbehaviors and determine how often the behaviors are occurring in the classroom. Next, determine what type of positive reinforces the student needs such as praise, sticker charts, a smile, or even a tangible reward. In addition to selecting a positive reinforcer, it is also important to select a punishment if needed. Students are going to continue to act up and it is important to be ready to enforce a punishment if needed. For example, reprimanding the student, sending the student to the opportunity room or principal’s office, or even detention if the behaviors are severe. An effective punisher could include time out or time away from the situation, sometimes all students need is time to reflect and reset their moods. In addition to analyzing the behavior and setting positive reinforcements, it is vital that parents are involved! For example, ensuring there is home-based reinforcement, phone calls or emails with parents (communication is key) or even a daily report card or check sheet that is signed by a parent.

            Slavin (2018) describes the importance of implementing the behavior analysis strategies, “The behavior analysis strategies described in this chapter can be powerful. Properly applied, they will usually bring the behavior of even the most disruptive students to manageable levels” (Slavin, p. 290). It is important to use the strategies in the correct ways and not to control the students. It is important to remember that in the end, it is not about getting your students to be soldiers and to sit still and not talk. The goal is to run your own ship! Ensure students are productive, that you are teaching engaging lessons, that time is not lost, and that teachers are utilizing behavior analysis strategies.

            Every student is going to misbehave at some time. Some misbehaviors are going to be more severe than others. Teachers need to be ready to respond to serious behavior problems and need to know how to prevent them in their classrooms. Some ways to prevent serious behaviors is through preventive programs such as PBIS, identifying causes of students’ misbehaviors and knowing your students, enforcing your rules and practices with your students, enforcing school attendance, confronting bullying in your school and classroom, practicing interventions, involving your students families, and applying consequences with your students when needed.

Reflection:

            As a teacher who just finished their second year of teaching, I have learned a lot about classroom management. To me, classroom management is a skill that is learned over time. Classroom management is about having the skills in order to effectively manage your classroom by having routines and procedures, engaging instruction, and strategies to deal with student misbehaviors. This concept is something that I don’t believe is taught very well in teacher preparation programs and is something that has to be learned over time through trial and error.

            Based on the information I read from my peers, my prior experiences, and through the readings, I have learned ways to handle a situation differently. For example, in my first year of teaching, I had trouble managing students when they entered my classroom because I hadn’t set the expectations, routines, or procedures necessary to have a successful classroom. Through reading the chapter from Slavin, I realized the importance of starting out the school year by establishing procedures with my students in order to have a classroom that runs smoothly. For example, I now have a procedure for when my students enter the room. The write down their homework and begin a bell ringer, similar to the kind shown in the video for this week. This simple routine gets my students engaged from the moment they walk into my classroom.

            The knowledge I have gained over the past two years and the knowledge learned through the readings and discussions this week have confirmed my knowledge and beliefs about teaching and the importance of effective classroom management skills. This knowledge confirmed that teachers need to have the background knowledge about classroom management prior to stepping foot in the classroom. This knowledge confirmed that different things are going to work differently in each classroom and with each group of students. I learned that teachers have got to own their ships in order to have an effective running classroom.

            Through the discussions with my classmates, my reading, and my experience in the classroom throughout the last two years many additional questions have sprouted. My main question is, how can I become a better teacher for my students and have a better running classroom through learning about classroom management. This question caused me to do some research online and I have come up with two action steps I will take to address the question. The first step is to gain more knowledge! I plan on doing this through reading a few books based on classroom management and engaging instruction. In addition, I have worked with my curriculum support teacher at my school to find a behavioral specialist in our county who is going to come to our school during pre-planning and deliver a training about classroom management for our staff. I think that these two next steps will address my concerns and enable me to become a better educator for my students.

Reference

Slavin, R. E. (2018). Educational psychology: Theory and practice (12^th ed.). Boston, MA: Pearson Education.