William Cope
May Thet Khine Nyein
Obie Ellmoos.png "Nathan Luise")
Nathan Luise
Olive SabiitiAssessment for Learning MOOC’s Updates
Educational Evaluation
Reflecting on the learning experience of students is crucial for improving teaching. Instructors might ask themselves a series of questions—What worked well? What methods, activities, strategies, materials, etc., could have been improved? What parts of the course or instruction should I retain? What parts should I rethink or replace? The instructor should gather information about the overall course and instruction, and the impact on the learning experience, through:
Student performance on assignments and activities intended to assess achievement of learning outcomes
Review of course materials and assignments for clarity, sense, content and level of challenge
Informal or formal surveys [link to section on surveys)
Classroom Assessment Techniques
Mid course checks
End-of-term Focus Groups
CTECs
Canvas Learning Analytics
(https://www.northwestern.edu/searle/resources/assessment-of-student-learning/assessment-process/evaluation.html)
In an ideal world, every teacher would reflect on their teaching abilities. Some schools require each teacher to develop a set of goals for the year which might include goals for student improvement, goals set by school boards, and a set of personal goals. At the end of the year, teachers are expected to reflect on those goals. Administrators are also expected to make a determination whether the teacher met those goals and indicate what improvements need to be made.
Several years ago, I took a course in peer-coaching. This course work reminds me of the principles taught in that course. It reminds me that teachers should be self-reflective about their teaching. Realistically, with all the programs and non-teaching requirements that are mandated to teachers, there is little time to self-reflect or for peer observations.
Totally agree @Lisa Zack Swasey!
As an elementary educator, I also assess whether I reached each of my students who have different learning styles and learning abilities. During a whole group lesson, I make sure that I address every student in the class, not just the ones who volunteer to answer questions or contribute with a comment. I consider whether the students were able to follow my lesson and consider what needs to be retaught in a different way or whether I need to provide more practice. Some teachers give exit slips with one or two math problems that students must solve before leaving the lesson for the day.
Hi @Lisa Zack Swasey, may you please review my last submission ���� I would really appreciate it ��
https://www.coursera.org/learn/assessmentforlearning/peer/ipxa0/essential-peer-reviewed-update-5/review/MK5pmJcUEe2uPQ5b29G1fQ
Reflecting on my comment above, I wondered if someone would ask how I assess during a lessons. In a whole group situation, I often ask students to use a white board to write an answer or thought so that all students are active participants and not observers. Not only do I look for correct answers, but I see how quickly students write the answer, if they use stall tactics, such as writing the entire question or math problem before writing the answer, if they cast a wayward glance at their neighbor's board, or if they erase their answer before showing it to the group.