Standard 8: Assessment of Student Learning
The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine teaching effectiveness.
Reflection
Artifacts Assessment and Rubrics belong Standard Eight, one for changing my mind about assessment of student leaning and the other because represents my usage of rubrics to assess students. When I started writing my philosophy of assessment, I had many doubts; I did not like the idea of assessing students. After a whole semester of talking and learning about assessments, and after understanding their importance, I changed my mind. Assessing students provided the teacher with useful information about what the students know and what they need to know by the end of the year. I learned about the many different ways to assess students and how to determine what needs to be assessed often.
The second artifact is a set of rubrics from my students’ presentations. Students were asked to present posters about tree diagrams. Before their presentation, students were aware of what they needed to do to earn full grade. While students were working to complete the assignment, they were checking to have what I was going to be looking for in their presentations. The rubric helped students trace a plan and check for specific things in which they knew they were going to be assessed. After gathering the results I felt content, students had followed that rubric, the results were satisfactory. Along the way of becoming a teacher, I have understood that to be able to use and interpret assessments, formal or informal, is helpful to evaluate my students as well as me, as a teacher, so that I see if my teaching is effective.
Artifacts Assessment and Rubrics belong Standard Eight, one for changing my mind about assessment of student leaning and the other because represents my usage of rubrics to assess students. When I started writing my philosophy of assessment, I had many doubts; I did not like the idea of assessing students. After a whole semester of talking and learning about assessments, and after understanding their importance, I changed my mind. Assessing students provided the teacher with useful information about what the students know and what they need to know by the end of the year. I learned about the many different ways to assess students and how to determine what needs to be assessed often.
The second artifact is a set of rubrics from my students’ presentations. Students were asked to present posters about tree diagrams. Before their presentation, students were aware of what they needed to do to earn full grade. While students were working to complete the assignment, they were checking to have what I was going to be looking for in their presentations. The rubric helped students trace a plan and check for specific things in which they knew they were going to be assessed. After gathering the results I felt content, students had followed that rubric, the results were satisfactory. Along the way of becoming a teacher, I have understood that to be able to use and interpret assessments, formal or informal, is helpful to evaluate my students as well as me, as a teacher, so that I see if my teaching is effective.
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