Evidence: EDT 657 Action Research Project (can be found in the Action Research folder)
Rationale: While creating my action research project I learned so much about how to test for student progress. The importance of triangulating data was stressed, with both qualitative and quantitative data needed. I had to consider the various ways students can be assessed in order to be able to study how effective my use of web conferencing technology would be. The final paper that I created for EDT 657 “Reporting the Findings” is attached where you can locate what I learned about formal and informal assessments under the “Design of the Study” section on page eleven but then also my discussion of the results from page fifteen through twenty.
Designing my action research project involved learning a great deal more about assessment strategies than I had up to this point. The importance of pre and post tests, classroom observations, and self-reporting reflections from students were key to determining whether my instruction was effective in the control group and the experimental group. This experience has greatly impacting my students’ learning as I will be paying more attention to my assessment strategies in the future. I will attempt to find various ways to verify the knowledge gained by my students to avoid false assumptions and results based on the outcome of one assessment.
KSD 8.K.1 The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development. The knowledge I have gained through the completion of my action research project will help me to incorporate more assessment strategies into my classroom on a daily or weekly basis whether it is informal observations, formal testing, or performance-based activities. This experience will help me to support the growth and development of my students as I will be able to better assess their learning in my classroom.
8.S.4 The teacher evaluates the effect of class strategies on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, analysis of student work. During the observation component of the action research project I learned how significant behaviors can be to noting whether students are on-task and engaged or off-task and bored, distancing themselves from the learning process. By being more observant on a daily basis I will be able to note whether individuals and the class as a whole are engaged in the activities, questioning and interacting with the material or losing focus.
8.D.2 The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities. As a teacher I am striving to improve my formal and informal assessments, incorporating quantitative as well as qualitative data to locate strengths and promote growth. The action research project gave me a taste of what this can be like on a detailed scale, looking at the effects of a change in instruction, but I anticipate making this a more procedural part of my classes for the benefit of my students.
Standard 8: Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Evidence: EDT 657 Action Research Project (can be found in the Action Research folder)
Rationale: While creating my action research project I learned so much about how to test for student progress. The importance of triangulating data was stressed, with both qualitative and quantitative data needed. I had to consider the various ways students can be assessed in order to be able to study how effective my use of web conferencing technology would be. The final paper that I created for EDT 657 “Reporting the Findings” is attached where you can locate what I learned about formal and informal assessments under the “Design of the Study” section on page eleven but then also my discussion of the results from page fifteen through twenty.
Designing my action research project involved learning a great deal more about assessment strategies than I had up to this point. The importance of pre and post tests, classroom observations, and self-reporting reflections from students were key to determining whether my instruction was effective in the control group and the experimental group. This experience has greatly impacting my students’ learning as I will be paying more attention to my assessment strategies in the future. I will attempt to find various ways to verify the knowledge gained by my students to avoid false assumptions and results based on the outcome of one assessment.
KSD
8.K.1 The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.
The knowledge I have gained through the completion of my action research project will help me to incorporate more assessment strategies into my classroom on a daily or weekly basis whether it is informal observations, formal testing, or performance-based activities. This experience will help me to support the growth and development of my students as I will be able to better assess their learning in my classroom.
8.S.4 The teacher evaluates the effect of class strategies on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, analysis of student work.
During the observation component of the action research project I learned how significant behaviors can be to noting whether students are on-task and engaged or off-task and bored, distancing themselves from the learning process. By being more observant on a daily basis I will be able to note whether individuals and the class as a whole are engaged in the activities, questioning and interacting with the material or losing focus.
8.D.2 The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.
As a teacher I am striving to improve my formal and informal assessments, incorporating quantitative as well as qualitative data to locate strengths and promote growth. The action research project gave me a taste of what this can be like on a detailed scale, looking at the effects of a change in instruction, but I anticipate making this a more procedural part of my classes for the benefit of my students.