For assessment, I have decided to choose Video Observation One from 670. I chose this assignment, because I wanted to go back and re-watch this video and see exactly what type of assessment this teacher was giving. I found that my reflection did not mention any type of assessment. The particular video I watched is #14010, on EdThena for social sciences. The following paragraph will include everything I have learned in terms of assessment upon rewatching this particular video. My learning process for this particular subject area can be shown when reading this, because it shows where I started before entering the program versus where I am now.
In my first video observation, I noted that “she collects the written answers, which is like a de facto pop quiz, in my opinion”. This statement did not define what type of assessment, nor did it identify the subject matter covered. Upon rewatching, Using Ormrod (2014) I determined that this is a paper-pencil assessment. Since it was not planned in advance, and it was spontaneous, it did not fit the criteria for formal assessment. In my notes, I also had that she “uses weather vs climate as analogy to compare, repeats it three times to indoctrinate the idea of debt vs deficit”. I would could this a form of authentic assessment—to a degree. Although this teacher is not formally giving this as an assessment, she provides a blueprint to using the known to uncover the unknown. Additionally, a student brings up applications to China and the US debt to China, and the instructor engages. This definitely falls under authentic assessment because students applying their learning to real-life tasks. In my assignment, I also wrote, “ (she) tells students to talk to their neighbors and discuss what they already know about the early 1900s”. I would say that this falls under formative assessment, because the key words are “what they already know”. This particular assessment can be equated to a pre-test on knowledge.
In my first video observation, I noted that “she collects the written answers, which is like a de facto pop quiz, in my opinion”. This statement did not define what type of assessment, nor did it identify the subject matter covered. Upon rewatching, Using Ormrod (2014) I determined that this is a paper-pencil assessment. Since it was not planned in advance, and it was spontaneous, it did not fit the criteria for formal assessment. In my notes, I also had that she “uses weather vs climate as analogy to compare, repeats it three times to indoctrinate the idea of debt vs deficit”. I would could this a form of authentic assessment—to a degree. Although this teacher is not formally giving this as an assessment, she provides a blueprint to using the known to uncover the unknown. Additionally, a student brings up applications to China and the US debt to China, and the instructor engages. This definitely falls under authentic assessment because students applying their learning to real-life tasks. In my assignment, I also wrote, “ (she) tells students to talk to their neighbors and discuss what they already know about the early 1900s”. I would say that this falls under formative assessment, because the key words are “what they already know”. This particular assessment can be equated to a pre-test on knowledge.
I did not mention the informal assessments that the teacher may have taken or overheard, but after revisiting this assignment I saw that this teacher utilized three types of assessment that I did not know about prior to taking these courses. I will definitely implement authentic assessment, because as social science instructor it is my duty to relate the past to today. Additionally, the utilization of paper-pencil assessment was particularly helpful. These will give me an opportunity to see where my students are. I also plan to give formative assessments by asking what my students already know, which in turn I will walk around my class and see if I can use informal assessment as well. Evidence can be found here.
References
Ormrod, J.E (2014), The Many Forms and Purposes of Assessment, Educational Psychology
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