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Thursday, December 11, 2014
Personal Philosophy
Authentic
assessment is used in classrooms in order to assess the knowledge of students
(Wiggins, 1990). Through these assessments, students are able to use the
content they have learned in their classroom and apply them to real-world
challenges (Wiggins, 1990). Students use creativity to produce solutions to
these problems (Wiggins, 1990). Authentic assessments use tools such as rubrics
in order to give students knowledge of how they will be assessed (Wiggins,
1990). Students’ success is benefited from usage of authentic assessments.
Use
of authentic assessments have shown to benefit students, in respect to
knowledge retention (Engel, Pulley, &
Rybinski, 2003). It has been observed that students struggle with
retaining knowledge as they advance in their education (Engel, Pulley, & Rybinski, 2003). A study was done to examine
whether authentic assessments could benefit knowledge retention (Engel, Pulley, & Rybinski, 2003). The
results of this study showed that there was an increase of student’s retention
when authentic assessments were in use (Engel,
Pulley, & Rybinski, 2003).
Previous
experience coincides with this study. I have found that I have struggled with
retaining knowledge as I advanced in my education. College was the first time
that I experienced authentic assessments. Not every professor administered this
type of assessment during my courses. However, I found that in the courses
where I had to complete these assessments, my retention for the content was
much better. Having to apply my knowledge to real-world scenarios made me feel
more engaged and gave me practice for application of this content.
One specific
example is the comparison of a required course, Animal Physiology, and an
elective course, Genetics of Cancer. During my time taking Animal Physiology I
was studying this content rigorously. I think that this might have been one of
the top five courses that I studied for most in my college career. Whereas
while taking Genetics of Cancer, I did not spend nearly as much time studying.
However, I can remember a lot more information from my Genetics of Cancer
course than my Animal Physiology course. I believe that the reasoning behind
this is the usage of authentic assessment. Whereas Animal Physiology was filled
with typical selected-response exams, my assessments in Genetics of Cancer were
authentic.
Along
with the positive effects on student’s retention, authentic assessments have
seen to be more beneficial for student success in relation to connecting the
dots between different content areas. In one case study, mentioned previously,
students were seen using this content knowledge, such as vocabulary, outside of
the classroom (Engel, Pulley, & Rybinski,
2003). Discussion outside of the classroom allows for students to retain
this information better because students are applying this knowledge to other
content areas other than those seen in the classroom. For example, one student
was learning about the body system and used the word cranium to describe the
headache he had from learning a lot of material (Engel,
Pulley, & Rybinski, 2003). In the same study, it was seen that
students had a better grasp of using knowledge taught in one content to learn
and discuss knowledge in a different content area (Engel, Pulley, & Rybinski, 2003).
Learning
through authentic assessment has not only helped students to connect the dots
between different content areas, but it is also believed that this has helped
students perform better on standardized tests (Engel,
Pulley, & Rybinski, 2003). The study mentioned above found that
students began increasing scores on standardized tests once authentic
assessments were put into use (Engel, Pulley,
& Rybinski, 2003). The researchers believe that skills learned from
authentic assessments were useful for completing standardized testing (Engel, Pulley, & Rybinski, 2003). I believe
one major reason for an increase success rate on standardized testing has to do
with the effect authentic assessment has on knowledge retention. An increased
retention in courses that are highly tested in standardized tests should allow
for students to be able to successfully answer questions about this learned
information.
In
my observation site, students take county required benchmark assessments, a
standardized test. The average for the first two assessments both have been in
the 60% range. These students have yet to experience authentic assessment
during this course. However, there will be an authentic assessment coming up
soon. This assessment includes constructing a poster that shows a comparison
between a cell and some other sort of system, like a computer. Included in this
poster must be what parts of the selected system coincides with the different
organelles of a cell. The students are to present this to the class. I am
interested to see if by having an assessment such as this, the students might
perform better on the next benchmark assessment.
Using
authentic assessment, students can see not only their success of learning the
tested content, but students can also see their success in a higher level of
thinking (VanTassel-Baska, 2014). As mentioned above, authentic assessments use
real-world challenges to assess students’ knowledge in the classroom. By using
these challenges, students are required to apply knowledge, not memorize and
spit out information as seen on standardized tests. Students must develop
evidence-based ideas using this knowledge in order to solve these challenges
(VanTassel-Baska, 2014). These assessments also allow for students to
analyze these real-world problems and identify and evaluate comparisons of
these challenges and the content taught in the classroom (VanTassel-Baska,
2014).
Not only does
authentic assessment help individual success in general, but also it has been
found that students within lower socioeconomic backgrounds and minority
backgrounds have been more successful (VanTassel-Baska, 2014). This evidence
shows that in terms of an overall educational standard, all students can
benefit from the usage of authentic assessment. It was found that students in
these categories performed better when assessed on their fluid intelligence and
spatial reasoning (VanTassel-Baska, 2014). It was suggested that using these
assessments would allow for a decrease in the achievement gap (VanTassel-Baska,
2014).
As
mentioned above, rubrics are one tool that is used during authentic assessment.
This tool is a list of the criteria that is required in order to achieve a
specific grade (Andrade, 2005). Rubrics are helpful for students to understand
the goals that the teachers are expecting them to meet (Andrade, 2005). Through
rubrics, students know what quality of work does and does not meet the expected
goals (Andrade, 2005). Students can then focus their effort on the materials
that are needed to succeed. Studies show that providing feedback, specifically
on a student’s strengths and weaknesses, can improve learning (Andrade, 2005).
Rubrics do just that: provide feedback for students. By using the rubric
students understand their grade and what it is that they need to work on in
order to improve.
During
my time in this class, I’ve experienced the use of rubrics. Rubrics weren’t
always used in this class, but when it was, I benefited greatly. Having a
rubric allowed me to understand what the teacher expected from me. This was
especially helpful when I did not understand the instructions given by the
professor. During the times that there were no rubrics, it was much harder to
successfully complete assignments that I didn’t understand. For one assignment,
especially, I called the professor twice because I didn’t know how to complete it.
Even with calling her, I didn’t do as well as I would have liked. I believe if
I was given a rubric, I would have been able to do better on this assignment.
By knowing what specifically would give me a better grade, I would’ve fashioned
my assignment to these standards. From my experience with rubrics, I believe
this tool to be a helpful one for student success.
Authentic assessments have found to be useful for student success in education.
These assessments improve students’ knowledge retentions, skills of connecting
the dots between subjects, and higher skills. Not only do authentic assessments
help students in general, but it has been found that they benefit those
students of minority and lower socioeconomic backgrounds. One tool that is especially
helpful to all students is the use of rubrics. Rubrics help students understand
what is expected of them and how they can reach those goals. Authentic
assessments should be used in the classroom in order to improve student
success.
Works Cited
Andrade, H. G. (2005). Teaching with rubrics:
The good, the bad, and the ugly.College
teaching, 53(1), 27-31. Retrieved from http://www.tandfonline.com/doi/pdf/10.3200/CTCH.53.1.27-31
Engel,
M., Pulley, R., & Rybinski, A. (2003). Authentic Assessment: It Really
Works. Retrieved from http://files.eric.ed.gov/fulltext/ED479959.pdf
VanTassel-Baska, J. (2014).
Performance-Based Assessment: The Road to Authentic Learning for the Gifted. Gifted
Child Today, 37(1), 41-47.
Wiggins,
G. (1990). The Case for Authentic Assessment. ERIC Digest. Retrieved from http://files.eric.ed.gov/fulltext/ED328611.pdf
Sunday, November 2, 2014
Performance Task Evaluation
Using the Performance Task General Rubric, I evaluated one student in my observation classroom. I used his quiz and in-class packet in order to evaluate him. The parentheses beside the headlines are the grade values I gave him.
Understanding (2)
The student used some of the scientific components to answer the questions on both the quiz and the packet. However, there were minor mistakes, as well as obvious signs that he re-copied the data straight from the text when answering questions on the packet.
On the quiz he was able to match all of the correct vocabulary to the definitions. However, when answering questions about nutrition labels, he answered them all incorrectly due to misreading. When talking with the teacher, I discovered that this student does understand the concepts, however, he likes to rush through his work in order to read his own books.
The packet showed that this student copied exactly the words from the text in order to define certain vocabulary words. He also did not fully answer questions, which may be due to rushing through work and not due to his inability to understand the content.
Planning and Execution (2)
This student used the most important elements of the task, as well as some of the relevant data in order to answer questions. However, this student used an inappropriate strategy to answer questions, as well as misused the diagrams on his quiz.
Most of the evaluation under this category was taken by observing the quiz. This student answered questions incorrectly about the nutrition labels. Questions included amount of calories in one serving, the amount of servings needed to acquire 50% of daily carbohydrates, and the serving size. There were 2 servings on the nutrition label, but instead of giving the correct answer, the student divided the calories and serving size by 2. He also gave the answer to how many servings to acquire 100% of daily carbohydrates instead of 50% and used the grams instead of percentages. These mistakes seem to be due to the rushing of the student to finish his work in order to read.
Communication (1.5)
On the packet, this student used the scientific terminology effectively, however he did this by copying word for word the definitions or concepts found in the paragraphs. He also did not completely answer questions. This student also was found inappropriately using math during his quiz, which has been mentioned above.
When this student had to answer questions that did not specifically have the answers in the paragraph, he only half answered them. One question asked about the ideal temperature and pH, but he only answered with the ideal temperature.
The student also was expected to write in complete sentences, as instructed in the directions. However, this student chose to just put down answers in incomplete sentences.
Persistence (2)
This student managed to complete the simple tasks of the packet without any help from the teacher. For example, this student was able to define the vocabulary that could be found in the paragraphs. However, when the student had to answer questions that were not necessarily given within the paragraphs, the student asked the teacher for help, then completed the questions.
Tuesday, October 28, 2014
Sunday, October 26, 2014
Standardized Test Reflection
Standardized tests are assessments
used to collect data of students’ success of obtaining the information taught
throughout their academic career (Ohlemacher, 2014). The content of
standardized tests include material that is deemed necessary to know in order
to succeed in an educational setting and in life. The Common Core helps for
creation of standardized testing. The Common Core is a set of standards that
outlines what students should know by the end of each academic year (Common
Core State Standard Initiatives, 2014). By administering standardized tests,
education employees can determine whether the standards have been met. By
holding schools accountable for teaching the same information to meet common
goals, education can be researched and studied to ensure the most success.
Standardized testing allows for results on school efficiency, teaching
efficiency, and efficiency of students to obtain the knowledge.
Having standardized tests allows
for an accurate comparison of school efficiency. Results of these tests help
school officials to determine the types of programs and curricula that have the
greatest outcome in student success. A study was done comparing 20 school
systems that have been continuously successful in the academic success of their
students (Mourshed, Chijioke, & Barber, 2010). One action that is commonly
used among these school systems is the use of intervention programs (Mourshed,
Chijioke, & Barber, 2010). One type of intervention used was the
cross-stage intervention (Mourshed, Chijioke, & Barber, 2010). Cross-stage
interventions are used for change within the school system (Mourshed, Chijioke,
& Barber, 2010). There are six interventions that fall under this category:
revising the curriculum and standards, ensuring an
appropriate reward and remunerations structure for teachers and principals,
building the technical skills of teachers and principals, assessing students,
establishing data systems, and facilitating improvement through the
introduction of policy documents and education laws (Mourshed, Chijioke, &
Barber, 2010).
By using the results from standardized testing, school
officials can create a more successful learning environment.
Standardized testing also allows
measurement of student success. Under the No Child Left Behind Act, all
students must be required to complete standardized testing, including students
with disabilities (Rhee, 2011). All students are required to take standardized
tests that measure their academic level. Results from these tests allows for
teachers to understand the strengths and weaknesses of their students. Success
of students is connected to the ability of the teacher to successfully present
the necessary information required for students to learn. The results of the
standardized tests allow understanding of what works and what does not work in
the classroom. Through the results, teachers can modify activities in the
classroom in order for their students to succeed. In the same study mentioned
above, another type of intervention used was the stage-dependent intervention
(Mourshed, Chijioke, & Barber, 2010). Stage-dependent interventions contain
levels of success (Mourshed, Chijioke, & Barber, 2010). Results on the
standardized tests correlate to the level of an individual. The levels include
poor-fair, fair-good, good-great, and great-excellent. As a student becomes
more successful, their intervention program is modified (Mourshed, Chijioke,
& Barber, 2010).
At my high school, each grade,
except for 12th grade, was required to partake in standardized
testing. Results were never mentioned and I do not know if results were used to
ensure better education. For me, standardized testing was a day where I didn’t
have to learn, so I enjoyed having a break from my education. I didn’t care
about my results because there didn’t seem to be a consequence. I think my
school should have informed us about standardized testing and what it means for
our school and us as individuals. Not caring about my results could have
potentially given inaccurate information. Knowing or having consequences in
relation to my test results would have given me more determination to try.
Programs such as the stage-dependent interventions would have benefited me at
our school.
Success on standardized testing to
enter college is vital in order to get accepted. Colleges require standardized
tests due to the belief of predictive validity (Phelps, n.d.). Predictive
validity is the correlation between an individual’s success on entrance exams
and success of their college career (Phelps, n.d.). This correlation indicates
that if an individual resulted in a good score on the entrance exams, then that
same individual should have a successful college career. Before applying to
college, it was necessary that I took the SAT. The SAT is a standardized test
that measures critical reading, writing, and mathematics (The College Board,
2014). The goal of the SAT is to test students on material that they should be
learning during their academic career (The College Board, 2014). However, I
have known many students who have studied for this test, indicating that this
test is not necessarily testing on material that has been taught in schools,
but on material that has been deemed necessary in order to continue onto higher
education.
This test, as well as others, is
beneficial for colleges when accepting students into their programs. Colleges
can only allow a certain number of students to attend, so it is necessary for
colleges to determine which students can attend. It is important for colleges
to choose students that they believe will graduate from their institution.
Accepting students that cannot succeed only has negative impacts on the
institution. Having required standardized tests allows for colleges to
successfully accept students that will succeed.
Although colleges may have evidence
that required standardized tests might correlate to success in college, in my
experience I found that my SAT score did not correctly indicate this. I have
always been a bad test-taker, so I feel that my scores on standardized tests do
not always accurately depict my future success. Because standardized testing
may not always follow this correlation, colleges look at more than just
standardized tests when accepting students into their program (Phelps, n.d.).
Standardized testing is used to
measure students’ knowledge that they should have acquired during their
academic career. Results from these tests are used to evaluate the efficiency
of schools and their teachers. Colleges also use these results to determine the
future success of a student at their institution. In my experience,
standardized tests did not accurately depict my knowledge. However,
standardized tests are not the only thing used when determining efficiency.
Works Cited
Common Core State Standards Initiative. (2014). Common Core State Standards Initiative.
Retrieved from http://www.corestandards.org/about-the-standards/
Mourshed, M., Chijioke, C., Barber, M. (2010). How the
world’s most improved school systems keep getting better. McKinsey&Company. Retrieved from http://standardizedtests.procon.org/sourcefiles/how-the-worlds-most-improved-school-systems-keep-getting-better.pdf
Ohlemacher, J. (2014). ED 615 Principles of Assessment. Stevenson University. Retrieved from https://swblackboard.stevenson.edu/bbcswebdav/pid-849695-dt-content-rid-4813668_1/courses/14F8W2_ED_615_OL1/Module%201.pdf
Phelps, R. (n.d.).
Estimating the Costs and Benefits of Educational Testing Programs. Education Consumers ClearingHouse. Retrieved
from http://www.education-consumers.com/briefs/phelps2.shtm
Rhee, M. (2011, May 24). Accommodate Don’t Discriminate. The Blog. Retrieved from http://www.huffingtonpost.com/michelle-rhee/accommodate-dont-discriminate_b_866187.html
The College Board. (2014). The College Board. Retrieved from http://sat.collegeboard.org/why-sat/topic/sat/what-is-the-sat
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