Supporting Learner Development Through Assessment
Supporting Learner Development through Assessment
Steffany Ritchie
Grand Canyon University: SED 444
April 6, 2013
Supporting Learner Development through Assessment Students flourish with the help of well-trained teachers who know how to clarify the learning objectives, assess the student, and make changes along the way that can support the maximum learning potential of each student. To do this one must carefully align the objectives with assessments to paint a true picture of student learning. The payoff for students who are given ample opportunities to “personalize their learning objectives” has been found to be more effective. This comes through good peer feedback and real assessment that is ongoing by the teacher. “Providing students with opportunities to reflect on their own performance and exchange feedback with peers can help them become lifelong learners” (Dean, C.B., et al. 2012) and aligning the objectives with the assessments is the first step in this process. CA Content Standards ELA Grades 9-10: Writing Objective: Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Generate relevant questions about readings on issues that can be researched.
Cooperative Learning To address this standard one would first assess the knowledge of the students through a class discussion establishing what students already know and finding ways to connect their past learning with this new experience. A quick hand-raising assessment will occur to establish familiarity with research of all types. Next there will be opportunity for open class discussion on topics of interest and students will be allowed to join one of five different groups through self-selection and placing their names on giant posters hung in the classroom. The students will work as teams over the next two weeks to research their topic and come up with a presentation for the class. This can be in the form of a powerpoint, audio-visual, brochure, verbal presentation with
Steffany Ritchie
Grand Canyon University: SED 444
April 6, 2013
Supporting Learner Development through Assessment Students flourish with the help of well-trained teachers who know how to clarify the learning objectives, assess the student, and make changes along the way that can support the maximum learning potential of each student. To do this one must carefully align the objectives with assessments to paint a true picture of student learning. The payoff for students who are given ample opportunities to “personalize their learning objectives” has been found to be more effective. This comes through good peer feedback and real assessment that is ongoing by the teacher. “Providing students with opportunities to reflect on their own performance and exchange feedback with peers can help them become lifelong learners” (Dean, C.B., et al. 2012) and aligning the objectives with the assessments is the first step in this process. CA Content Standards ELA Grades 9-10: Writing Objective: Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Generate relevant questions about readings on issues that can be researched.
Cooperative Learning To address this standard one would first assess the knowledge of the students through a class discussion establishing what students already know and finding ways to connect their past learning with this new experience. A quick hand-raising assessment will occur to establish familiarity with research of all types. Next there will be opportunity for open class discussion on topics of interest and students will be allowed to join one of five different groups through self-selection and placing their names on giant posters hung in the classroom. The students will work as teams over the next two weeks to research their topic and come up with a presentation for the class. This can be in the form of a powerpoint, audio-visual, brochure, verbal presentation with
References: English Language Arts Content Standards for California Public Schools Kindergarten through Grade Twelve, Retrieved April 6, 2013, from http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf Dean, C.B., Hubbell, E.R., Pitler, H., & Stone B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA: ASCD. ISBN-13: 9781416613626. Kousar, R. (2010). The Effect of Direct Instruction Model on Intermediate Class Achievement and Attitudes toward English Grammar. Retrieved April 7, 2013, from http://www.cluteinstitute-onlinejournals.com/archives/journals.cfm?Journal=Journal%20of%20College%20Teaching%20%26%20Learning. Schneider, W. (2008). The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education. Mind, Brain, And Education, 2(3), 114-121. Taherkhani, R. (2011). Active and Passive Students ' Listening Strategies. Journal Of Language Teaching & Research, 2(3), 705-708. doi:10.4304/jltr.2.3.705-708.