What is component 1f? Component 1f focuses on needing both the assessment of learning and assessment for learning.
Assessments of learning lets teachers know that students have learned what is expected of them. The assessments should be designed to provide all learning outcomes of the students and should assess reasoning skills and factual knowledge. Giving assessments as a grade or to see what the students know.
Assessment for learning allows teachers to incorporate assessments into the instructional process and used to adapt instruction to ensure the student is learning and understanding instructions. These instructions must be designed as part of the planning process and are used by both teachers and students to show progress towards the learning outcomes. Tells the teacher where the students are in the lesson.
Why is it needed? Teachers need to know if what they are teaching is being understood by every student in the classroom. Teachers need to be able to adapt to the needs of each individual student. For example, having a student will a reading disability may need an alternative method of assessment. With component 1f teachers can be aware of student’s progress and know what they already know what needs worked on and more instruction.
What are the elements of component 1f? Congruence with instructional outcomes. The assessments teachers provide must match the learning expectations of the students. Teachers need to create their own assessments to match the lessons they teach. This is needed because if a teacher pulls a already prepared test off the internet, the test might have questions that are poorly worded and will be confusing for the students. Criteria and standards. Teachers must give clear and define expectations to students. Teachers need to give their expectations to their students so they know what they are supposed to do. If teachers do not give expectations students won't know what they are required to do to pass the class. Design of formative assessments. Assessments for learning should be planned and part of the instructional process. Teachers need to make multiple types of assessments to meet the needs of the students. Every student's needs will be different, teachers need to make sure to meet them when designing assessments. Use for planning. Assessment results give teachers a guide for future planning and teaching. Teachers need to keep track of questions that are missed and apply those questions in future planning. Teachers need to know the strengths and weaknesses of their students also when designing assessments. For example, if students struggle with "True and False" questions, work on strengthening this weakness by giving examples before the test.
How can it be implemented in the classroom? In the classroom, teachers set expectations for students in the classroom and design assessments that follow these expectations. Set classroom goals. An example (for a preschool classroom) could be having every student write their name without help and when every student is able to do this have a class celebration. This celebration could be having a special snack the students vote on or a day at the park. Give students different opportunities to show what they have learned. For example, having a group project assignment, creating a poster to present to the class or creating a game for students to review. Creating modified assessments to fit student’s needs. Teachers should have these assessments handy and in their lesson plans. Expectation are given and clearly posted. Teachers could have an expectations board in the classroom or even involve the students in setting expectations and have them make a goal list on a posted note and stick it on their desk so it is always reminding them. After giving assessments teachers should go through and find out what the students are missing and if multiple students are missing the same questions either review that topic or design a lesson for next time to see if there is a better way to teach it. Use whiteboards to ask a question and have students show their answers. Exit tickets to see what the students learned and what needs a little more work.
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