Reflection 8

It’s Timothy Hunnicutt again.  This is my final scheduled blog post for my EDAT 6115 class.  We are concluding week 8 in EDAT 6115, our final week of the term.  This week, we read Chapter 13 from Robert E. Slavin’s (2012) book, Educational Psychology (10^thedition).  The weekly readings and discussions revolved around assessing student learning.

Slavin (2012) begins the chapter by talking about instructional objectives.  The text states, “An instructional objective, sometimes called a behavioral objective, is a statement of skills or concepts that students are expected to know at the end of some period of instruction” (Slavin, 2012, p. 398).  In my unit plans and daily lesson plans, I am required to specifically state learning objectives for each instructional period and the overall unit.  These objectives should include the condition, performance, and criterion (Slavin, 2012).  The condition states clearly what the learners must complete to show mastery, such as, will be able to identify key informational text elements at the conclusion of the unit.  The performance states what skills the learners will use during the lesson, such as, students will read an informational document and identify key informational elements on a worksheet.  Finally, the criterion gives what the students must meet to be successful, such as, out of 25 multiple-choice questions, the students will answer 20 questions correctly. (Slavin, 2012). 

It is essential for teachers to plan learning objectives that will be effective for each instructional activity.  Furthermore, teachers must plan how objectives can be assessed through various types of class assessments (Slavin, 2012).  I use many different assessments to check the degree to which my students have comprehended and mastered learning objectives.  I use some form of formative assessments with every lesson.  These may take the form of questions to students, daily work, quizzes, group work, or homework activities (Slavin, 2012).  My formative assessments are usually weighted as daily grades, quiz grades, or sometimes, receive no grades.  Furthermore, I include a summative assessment for the conclusion of each unit.  Summative assessments also take various forms for my classes.  I use essays, projects, oral presentations, and written tests as forms of summative assessments.  These summative assessments often receive heavier weights for the student grading.  Overall, I stress to my students that assessments are not “gotcha” moments, but they are used for instructors and students to check the level of mastery that the class has with the learning objectives.  Slavin (2012) mentions that it is essential to use Bloom’s Taxonomy to make sure that students use a variety of skills in proving mastery of learning objectives.  I wholeheartedly agree with this notion.  In order to teach my students higher-order thinking skills, I make sure to require my students to access different learning skills to prove comprehension.

Our weekly discussion revolved around formative assessments, and how they are beneficial to instruction.  I found this discussion very helpful.  Many of my peers brought up salient points about the effectiveness of formative assessments.  A common theme from the discussion was how formative assessments should be used consistently in instruction, and these assessments are valuable in helping the students understand if they have properly understood the instructional concepts of the daily lessons.  I agreed with my classmates that the use of daily formative assessments can be beneficial to instructors and students.  Most of my classmates also mentioned that formative assessments should also be used to evaluate the amount of time that instructor should spend on a learning concept.  If students prove mastery of a concept through formative assessments, the instructor can progress to other objectives.  Likewise, if students show that comprehension has not been achieved, the instructor can revisit the lesson objectives.  Overall, the discussion board had a common thread; formative assessments are essential to effective instruction.

Slavin (2012) continues the chapter by including key elements that should be included in tests; measure learning objectives, use samples of learning tasks that have been conducted, use specific test items that are appropriate for the various learning outcomes presented in the lesson, be appropriate for the uses of the test, possess reliability and interpreted cautiously, and be constructed to improve learning.  It is important for the instructor to be knowledgeable about the types of assessment that is most useful for measuring a learning objective.  With my classes, many assessments include short essays.  In my opinion, this is necessary for ELA classes.  However, I am also sure to include multiple-choice and short answer questions on tests.  We also use a good deal of performance assessments, which use rubrics to measure group projects, multimedia presentations, blogs, dramatic productions, and posters.  Slavin (2012) talks about how portfolio and performance assessments are useful in going beyond the negative aspects of multiple-choice tests by requiring students to produce work samples or real-world applications.  I am very happy that educational theory seems to be stressing the need to include portfolios and performance assessments. 

Finally, the chapter concludes by talking about how students’ grades are determined.  As Slavin (2012) suggests, grading systems change as students progress in school.  As a middle school teacher, letter grades are extremely important.  Though I enjoy performance assessments, and they can be useful for my students’ educational future, letter grades and scores on high-stakes tests are often what are evaluated by post-secondary schools.  Therefore, it is important that my assessments are prepared to properly portray student learning.     

The learning concepts of this lesson mean that it is important for teachers to understand the full scope of properly assessing students.  It is important for instructors to properly conclude what learning objectives will be measured, the type of assessment that is appropriate, the types of test items that best fit instruction, and the appropriate use of grading systems that are most effective for learner (Slavin, 2012).  Furthermore, the concept stresses that teachers must use various means of assessment to properly measure students’ learning and the effectiveness of instruction.

The concepts of this chapter are particularly significant for my classroom.  I must ensure that I require students to adequately use various levels of knowledge to prove mastery of learning objectives.  Sometimes, I tend to focus too much on students proving mastery of learning concepts through writing.  I will try to incorporate work samples, short answers, projects, oral responses, and multiple-choice questions into my instruction.  As Slavin (2012) points out, different learning objectives require the use of different assessments.  This is an idea that I need to apply more to the creation of my assessments.

There are several positive aspects of allowing students to prove mastery of learning concepts through various types of assessments.  First, using various assessments allows the students to access different levels of knowledge that it is essential to critical thinking.  Secondly, the instructor gains a well-rounded assessment of students’ mastery of learning concepts.  Also, using various assessment strategies gives the students the opportunity to prove learning in a variety of manners.  Some students do not do well on multiple-choice tests, and some students perform poorly on projects.  However, if a teacher uses a variety of assessments with each unit, the students have ample opportunities to prove effective learning through an assessment that best fits their learning style.

The chapter’s reading and discussion posts confirmed my ideas of assessments.  I have been including learning objectives in my lesson plans and assessments.  The chapter presented the exact methods that I have used to describe learning objectives in my planning and presentations of objectives to the students.  Furthermore, my classmates’ ideas of consistent formative assessments align with my personal philosophy.  I believe that it is very effective to constantly use formative assessments to recognize the strengths and weaknesses of the students and my instruction.  I have been trying to align my assessments with high-stakes tests that the students must take.  However, the chapter has affirmed that I need to start mixing up the types of assessments that I use.  I currently use performance assessments, but I need to make more use of portfolios with my students.  I believe that it will be beneficial for my students to compile essays, projects, class work, and journal entries into a class portfolio that is assessed at the conclusion of the term.

I want to thank you for taking the time to read my blogs during this semester.  It has been beneficial to include my thoughts on the learning concepts that have been presented in this class.  Overall, I have enjoyed EDAT 6115, and I have learned a great deal.  All of the learning concepts presented in this class will be useful to ensuring that I grow as a teacher.

 

 

Slavin, R.E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA:
Pearson Education.