Assessment

Giving Feedback: Preparing Students for Peer Review and Self-Evaluation

Some ideas that i will take back into my classroom and that i think is most effective for students is peer revision.

• Peer revision is evaluation of scientific, academic, or professional work by others working in the same field.
• Correct way of peer reviewing: Students will give critical feedback as well as sugestions on how they can improve their work.
• Evaluating Peer Review: Students use specific examples from peers work on how they might be able to do it differently rather than telling them they didn’t like it.

Checking for Understanding Digitally During Content Area Learning

In my fieldwork i can express that many times students would alternate between paper and pencil an using technology such as a laptop in the classroom.

A few things i learned:

• Teacher usually does writing with paper and pencil
• When practing for aspect use computers
• Math homework as well as activites are givn to students on a website they all have access to.
• There was enough computers for all students.
• For Reading students used materials in the classroom they could visually see unless it was for other testing purposes.
• Students loved using the laptops and would participate more often.

I really enjoyed how this teacher incorperated technology into the classroom and also allowed students to incorperate both technology and old school ways.

Assessment in RTI: What Teacher and Specialists Need to Know

A way that we measure literacy is by using assesments in the classroom to evaluate if our students have comprehended the material needed.

• Assessment for Learning (Formative Assessment)

Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful. This assessment provides students with the timely, specific feedback that they need to make adjustments to their learning.

• Assessment of Learning (Summative Assessment)

Assessment of learning is the snapshot in time that lets the teacher, students and their parents know how well each student has completed the learning tasks and activities. It provides information about student achievement. While it provides useful reporting information, it often has little effect on learning.

• Assessment as Learning

Assessment as learning develops and supports students’ metacognitive skills. This form of assessment is crucial in helping students become lifelong learners. As students engage in peer and self-assessment, they learn to make sense of information, relate it to prior knowledge and use it for new learning. Students develop a sense of ownership and efficacy when they use teacher, peer and self-assessment feedback to make adjustments, improvements and changes to what they understand.

All of these types of testings evaluate students literacy and can help teachers understand their children more and see what they need to developmentally work on and how to improve.

Rubric:

4 (80-100%)	Research paper demonstrates complete understanding and execution of the assigned objectives. Thesis statement/argument is clearly stated, complex and original, and the writing does not spend excessive time on any one point of development at the expense of developing other points in the body of the paper. Writing is also error-free, without ambiguity, and reads smoothly, creatively, and with a purpose.
3 (70-79%)	Research paper demonstrates considerable understanding and execution of the assigned objectives. Thesis statement/argument is stated, verges on the complex and original, and the writing shows accuracy and balance in developing body points, but may exhibit occasional weaknesses and lapses in correctness. Writing also has some errors and ambiguities, yet does read clearly and coherently.
2 (60-69%)	Research paper demonstrates some understanding and execution of the assigned objectives. Thesis statement/argument is faintly stated and/or expected and not confident, and the writing is inconsistent in terms of balance in developing body points, and exhibits weaknesses and lapses in correctness. Writing also has many errors and ambiguities, and may read confusingly and incoherently.
1 (50-59%)	Research paper demonstrates limited understanding and execution of the assigned objectives. Thesis statement/argument is simplistic, unoriginal, and/or not present at all, and the writing is unbalanced in developing body points, weak, and incomplete. Writing also has numerous errors and ambiguities, and reads confusingly and incoherently.