Kingwell - Implementing Authentic Assessments

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Grand Canyon University *

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554

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Health Science

Date

May 17, 2024

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docx

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4

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1 Implementing Authentic Assessments Mariah Kingwell College of Education, Grand Canyon University EDU-554-0502: Methods of Instruction and Assessment Dr. Shad Morrow February 7, 2024
2 Implementing Authentic Assessments -Results I assessed all students in the kindergarten classroom, each student’s results were recorded on their own individual rubric. After recording all 16 students I found the rubrics hard to look at and see any patterns or gaps in information across the class. To reorganize the information to make it more palatable for myself I created quick strips, two columns with the category on the left and blank on the right. I filled out one for each student and highlighted the areas that students needed support in, this allowed me to lay them out and rearrange them according to their strengths and needs. I found this to be much easier than looking at the full rubric, these quick strips allowed me to pinpoint gaps in not only the students learning but the overall class as well. It also allowed me to see students who were excelling and surprised me by showing me some students who were higher than I had previously thought. Patterns/Gaps in Assessment Results When I laid out all the quick strips, I was able to pinpoint areas where students needed more support. I was able to identify three students who needed differentiated support, these students scored a two in uppercase and lowercase letters, and a one in sound production. This group was not the only one identified by the assessment, it also identified a group of individuals who got fours across all points on the assessment. This told me that they are ready to move on to sounding out words and reading. There were a few surprises, students whose previous assessments had recorded them as having more gaps than this assessment reported. The assessment showed me that some students had more skills than previously assessed, which made me realize that the differentiated instruction that was being used was not meeting the needs of the students accurately. Mcglynn and Kelly tell us that students fall into three categories students who fully understand, students who have basic understanding, and students who are lost and need to be retaught (2017). This is something that I found through my assessment that students fell into these three categories, so I have differentiated my lessons to match the needs of these students. For my students who are struggling I will be using pipe cleaners in order to help facilitate student learning (Linder, 2014). For students who fully understand their letters we will be progressing to using Elkonin boxes allowing students to continue their education withing their ZPD. Student Learning and Validity This assessment was designed with the ideas of Brown, who tells us that authentic assessments make students actively use their information instead of just regurgitating that information (2015). My assessment allowed students to write their letters which is a real-world application of the skill of identifying letters, it will allow them to write words in the future. This type of engaging activity allows students to be fully committed to their learning and can live up to their potential. My assessment also allows my students to be creative as there was no one way to answer the questions in my assessment. This type of assessment also allows for quick and
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