Artifact for Standard Eight: Assessment of Student Learning
Name of Artifact: Wingate Inspiration Assessment Document/Summative Assessments
Date: March 8, 2013
Course: ED 552 Evaluation of Instructional Procedures
Rationale:
These two artifacts are inspiration documents that show compelling evidence surrounding formative assessment. The researcher, Wingate (2010), shows how formative assessment is the best practice for teachers who want their students to remember what they have learned. Mantz Yorke (2011), offers the other side of the coin, research that illustrates how summative assessments can help students achieve self-efficacy.
After studying the research, these two concepts became two dichotomies for me. I have decided that our students are tested more than they have opportunities to be taught, and more than they have opportunities to practice concepts and skills. Formative assessments have become viable components in my lesson planning. My students are remembering more concepts and skills because we practice with them more frequently. I use oral assessments more than I have previously. I also lean more heavily on quizzes that measure what they have remembered about certain skills. My students are benefitting from performance assessments as well. They have more opportunities to create products that they have developed within cooperative learning groups. I am thankful that I learned how formative assessments can be conducive for students.
Name of Artifact: Wingate Inspiration Assessment Document/Summative Assessments
Date: March 8, 2013
Course: ED 552 Evaluation of Instructional Procedures
Rationale:
These two artifacts are inspiration documents that show compelling evidence surrounding formative assessment. The researcher, Wingate (2010), shows how formative assessment is the best practice for teachers who want their students to remember what they have learned. Mantz Yorke (2011), offers the other side of the coin, research that illustrates how summative assessments can help students achieve self-efficacy.
After studying the research, these two concepts became two dichotomies for me. I have decided that our students are tested more than they have opportunities to be taught, and more than they have opportunities to practice concepts and skills. Formative assessments have become viable components in my lesson planning. My students are remembering more concepts and skills because we practice with them more frequently. I use oral assessments more than I have previously. I also lean more heavily on quizzes that measure what they have remembered about certain skills. My students are benefitting from performance assessments as well. They have more opportunities to create products that they have developed within cooperative learning groups. I am thankful that I learned how formative assessments can be conducive for students.