M8 U6 Activity 1: Assessments and Data-Driven Instruction
Project Description
Overview
Standard 6, Assessment, is considered this week. You have utilized assessments to gather data in units 1, 3, and 5. Now, it is time to consider how different types of assessments can assist you in gathering data and planning future instruction. Some assessments are simple paper-pencil tests or quizzes, while others are performance tasks or group projects. Examining the type of assessments that you utilize to gather data and reflecting upon their effectiveness can assist you in becoming a more effective teacher in the classroom.
Performance Outcomes
Candidates will examine the use of assessments to gather data
Candidates will evaluate previous assessments and reflect upon how they can make assessments more effective at gathering data moving forward What will you do?
Reflect upon the assessments you have utilized to gather data in units 1, 3, and 5.
What assessments did you utilize to gather data in each of the three areas?
Were the assessments effective at gathering student data?
What changes would you make in your assessments in order to gather more complete data moving forward?
In the Discussion Forum, write a reflection on the process and benefits of utilizing assessments to gather data. Discuss what assessments you utilized to gather data in previous units, the effectiveness of the assessments, and what changes you would make moving forward. Explain the importance of data-driven instruction and expound upon why assessment data is valuable in the classroom.
Comment on the posts of at least two peers, sharing insight about how data can aid in effective instruction.
Write or record a final reflection (approximately 500 words or 3-5 minutes) on assessments and data-driven instruction. Include what new insights you have learned from your peers and what your plan is moving forward when it comes to assessments and data-driven instruction.
Report Requirements
Discussion post on assessments and data-driven instruction
Response to at least two peers’ discussion post
Final reflection
(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)
My reflection
Assessments are a critical tool for us to gather data about our students' learning progress and to adjust our teaching methods and approaches accordingly. For the subject area, I utilized story reading and facilitated class discussions by asking questions and displaying relevant pictures to enhance students' understanding of the plot and the emotions of the characters. To improve their literacy skills (vocabulary) and collaborative problem-solving abilities, I incorporated songs, physical activities (Game-based learning), and creative tasks into heterogeneous groups. In addition, I employed a peer interview approach using a worksheet in groups.
Overall, these formative assessments were effective in gathering student data and helped me adjust my teaching strategies. Those data also helped me tailor teaching strategies to individual needs and ensure that students receive appropriate support to reach their full potential. For example, the data helped me to know I had to narrow the teaching goals into smaller chunks again. Moreover, I plan to include one-on-one oral tests as a summative assessment to collect more comprehensive data in the next lesson.
Additionally, I have gained new insights from my peers, such as the idea of using Flipgrid AR, which allows us to "stick" any Flipgrid video wherever we want by printing the video's QR code and then scanning the QR code with the Flipgrid mobile app. As most of our students are able to use technology well, I plan to encourage them to create a video related to the learning topic at home as an assessment and then share it the next day. This new idea will provide students with an opportunity to showcase their learning and creativity while also providing valuable data that can be used to adjust teaching strategies and improve student outcomes.
Resources
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