Grades have been a part of our culture for decades; whether in elementary school, middle school or high school the majority of students have been evaluated through a grading system. These grading systems are put into place and are used as an indicator of how much knowledge a student knows or does not know. An enormous emphasis is placed on these grades throughout a student’s educational experience. Students are told that these grades will determine their future; what colleges are they going to get into, as well as what job opportunities they are going to have. Just recently I feel our society has began to change its opinion on grades and look at the “whole child” instead of how successful they are on standardized tests.
From literature that focuses students options’ on grades it is clear that many times grading can cause more harm than good. Anxieties, internal pressures, as well as parental and societal pressures, cause students to focus on grades and lose sight of the ultimate goal of learning. The idea of grades taking away from the learning process demonstrates a miss use of grades by many educators. While grades due in fact provide some valuable information of a child’s learning, more often than not they are misused and abused.
As an up and coming educator I want to provide students with an opportunity to be successful no matter what their learning ability. When I develop tests and other forms of assessment for my students, I want the assessments to match the goals and objectives that I had put in place. While there are many grading systems out there, it is up to me as an educator to find the most beneficial grading system for my students. In order to this it begins at the beginning of the year by not only explaining my grading system but implementing authentic assessments that take away from the outcome and focus on the process.
While authentic assessments are truly important to student learning it is also important to allow students to look back at mistakes they have made and allow then to correct them. By giving students an opportunity to make corrections to any parts of the test, project, paper, report or activity that they got wrong you are ensuring students are learning from their mistakes and alleviating the pressures of the overall outcome. If students are given an opportunity to improve you are increasing motivation to do better and also making learning successful. Students should not be punished for not learning information; they should always be given a chance to be successful. While I do not want students to take advantage of this kind of grading policy I will make sure students understand the reasoning behind my resubmitting policy and warm them of the consequences if I feel students are not putting forth the effort to turn in meaningful work.
Many students are not motivated to learn simply by getting good grades. To be an effective teacher and use grades appropriately I must be able to assess all my students in a variety of different ways. Students must be aware of my overall objectives and goals not only for the year but also for each individual assignment. Grades can be a very valuable tool when used effectively; as an educator I hope to motivate my students intrinsically and use grades as a motivational tool to increase my student’s successfulness within my classroom.
These References were used for writing this article and also provide additional insight into grades, and grading :
1) http://www.utexas.edu/academic/cte/sourcebook/grading2.pdf
2) http://www.alfiekohn.org/teaching/grading.htm
3) http://www.middleweb.com/INCASEgrades.html
4) http://site.www.umb.edu/faculty/salzman_g/Anarch/WhyGrad.htm
5) http://www.nytimes.com/2009/02/18/education/18college.html
About Me
Friday, May 29, 2009
Thursday, May 28, 2009
Reading Quiz
Directions: Students will read off the CDC website that focuses on STD and pregnancy http://www.cdc.gov/std/STDFact-STDs&Pregnancy.htm. This reading will take place after our class discussions and lesson on pregnancy, contraception, and STD. Students should take about 10-15 minutes to take this multiple choice / Short Answer quiz. As a result of this quiz I will be able to see what students not only gathered from their assigned reading but also from in class teachings. The grading system I will be using for this quiz will be based on a holistic grading system. There are 15 possible points students will get 1 point for a right answer and 0 points for a wrong answer. From this quiz I will be able to see if and where the students need more content knowledge and what aspects of the readings they found unclear. If students do poorly I this quiz we might have to revisit the assigned reading as a class to address some of the issues.
Directions: Circle the correct answer to the question or statement.
1) Gonorrhea is mostly likely spread through
a. Eating
b. Genital intercourse
c. Playing basketball
d. Sharing clothes
2) A bacterial STD can be treated by
a. Tylenol
b. Advil
c. Anti-biotics
d. A shot
3) Besides sexual contact, another way Hepatitis A can be spread is through
a. Infected food
b. Feces
c. Taking a shower
d. A and B
4) Syphilis can be tested by
a. A swab of the cervix
b. A urine test
c. Blood test
d. None of the above
5) A symptom of herpes includes
a. A blister
b. A fever
c. A rash
d. Flu-like symptoms
6) Viral STD’s are
a. Always cured by the doctor
b. Treated with an anti-biotic
c. Free of any symptoms
d. Cannot be cured
7) The most effective way to protect from pregnancy is
a. Abstinence
b. Male condom
c. Female condom
d. Nuva Ring
8) When taking emergency contraception, you have ________ hours to take it before it is no longer effective.
a. 30 hours
b. 40 hours
c. 72 hours
d. 12 hours
9) The hormonal birth control that is used every day at the same time is called
a. Depo-Provera
b. Implanon
c. The Pill
d. A diaphragm
10) Sterilization can only be done to
a. Males
b. Females
c. Both males and females
d. Children
11) When being sexually active you are at risk of
a. Becoming pregnant
b. Becoming over weight
c. Contracting an STD
d. A and C
Directions: Read each scenario and answer the question as best as possible
1) Michael and Jasmine have been dating for 6 months. Michael wants to have sex with her. Jasmine is a virgin but Michael is not. Jasmine admits that she really doesn’t want to have sex and isn’t sure if she’s ready. In fact, she wants to use birth control that’s 100 percent effective because she’s definitely not ready to have a baby.
What form of protection can Michael and Jasmine use that is 100% effective in preventing pregnancy and why?
2) Jonathon has lost a lot of weight lately. At night he sweats more than usual. He’s tired all the time and has noticed purple blotches on his skin.
What STD has Jonathon been infected with? How were you able to identify this?
3) Carl’s pubic hair is itchy all the time, especially at night, and he can see bugs moving through the hair.
What STD has Carl been infected with? How were you able to identify this?
4) Tara and Bobby just got married. Before marriage, they dated for six years and know that they are disease free. They have both decided they don’t want to have children for at least five years.
What form of birth control should they use and why?
Directions: Circle the correct answer to the question or statement.
1) Gonorrhea is mostly likely spread through
a. Eating
b. Genital intercourse
c. Playing basketball
d. Sharing clothes
2) A bacterial STD can be treated by
a. Tylenol
b. Advil
c. Anti-biotics
d. A shot
3) Besides sexual contact, another way Hepatitis A can be spread is through
a. Infected food
b. Feces
c. Taking a shower
d. A and B
4) Syphilis can be tested by
a. A swab of the cervix
b. A urine test
c. Blood test
d. None of the above
5) A symptom of herpes includes
a. A blister
b. A fever
c. A rash
d. Flu-like symptoms
6) Viral STD’s are
a. Always cured by the doctor
b. Treated with an anti-biotic
c. Free of any symptoms
d. Cannot be cured
7) The most effective way to protect from pregnancy is
a. Abstinence
b. Male condom
c. Female condom
d. Nuva Ring
8) When taking emergency contraception, you have ________ hours to take it before it is no longer effective.
a. 30 hours
b. 40 hours
c. 72 hours
d. 12 hours
9) The hormonal birth control that is used every day at the same time is called
a. Depo-Provera
b. Implanon
c. The Pill
d. A diaphragm
10) Sterilization can only be done to
a. Males
b. Females
c. Both males and females
d. Children
11) When being sexually active you are at risk of
a. Becoming pregnant
b. Becoming over weight
c. Contracting an STD
d. A and C
Directions: Read each scenario and answer the question as best as possible
1) Michael and Jasmine have been dating for 6 months. Michael wants to have sex with her. Jasmine is a virgin but Michael is not. Jasmine admits that she really doesn’t want to have sex and isn’t sure if she’s ready. In fact, she wants to use birth control that’s 100 percent effective because she’s definitely not ready to have a baby.
What form of protection can Michael and Jasmine use that is 100% effective in preventing pregnancy and why?
2) Jonathon has lost a lot of weight lately. At night he sweats more than usual. He’s tired all the time and has noticed purple blotches on his skin.
What STD has Jonathon been infected with? How were you able to identify this?
3) Carl’s pubic hair is itchy all the time, especially at night, and he can see bugs moving through the hair.
What STD has Carl been infected with? How were you able to identify this?
4) Tara and Bobby just got married. Before marriage, they dated for six years and know that they are disease free. They have both decided they don’t want to have children for at least five years.
What form of birth control should they use and why?
Wednesday, May 27, 2009
Grade Me
The following two assessments provide both an analytic and holistic way of scoring an essay. While both can be beneficial this post serves as an example of each and how they can be used.
Holistic: This assessment will serve on a 1-5 grading scale. Each number will represent the quality of the paper. In order to do this I will read each paper individually and group then according to their grade. After I have graded each paper I will go back to make sure the papers in each grading category are evident to one another. The grading will be as followed.
1 the paper demonstrates deficiencies in overall writing skills and subject matter.
2 the paper demonstrates a lack of writing skills and pertains very little to the subject matter
3 the paper demonstrates the expected writing skills and a basic understanding of subject matter
4 the paper demonstrates well-developed writing skills and an understanding of the subject matter
5 the paper demonstrates, outstanding writing skills and an in-depth evaluation of the subject matter
The other type of assessment I will be utilizing is an analytic scoring system for a 5 paragraph essay. The essay will be out of 60 points. Each category will receive either a 0,1,2. 0-not applicable 1-demonstrated competence 2-demonstrated proficiency
Organization:
Each paragraph indented: Paragraph 1?___ Paragraph 2?___ paragraph 3?___ Paragraph 4?___ Paragraph 5?___
At least 3 sentences in body: Paragraph 1?___ Paragraph 2?___ Paragraph 3?___ Paragraph 4?___ Paragraph 5?___
Concluding sentences: Paragraph 1?___ Paragraph 2?___ Paragraph 3?___ Paragraph 4?___ Paragraph 5?___
Content:
Uses details: Paragraph 2?___ Paragraph 3?___ Paragraph 4?___
Each paragraph sticks to the main idea: Paragraph 2?___ Paragraph 3?___
Paragraph 4?___
Mechanics:
Spelled correctly?___ Complete sentences?___ Punctuated correctly?___
Capitalized correctly?___ Correct Grammar?___ No run-on sentences?___
Holistic: This assessment will serve on a 1-5 grading scale. Each number will represent the quality of the paper. In order to do this I will read each paper individually and group then according to their grade. After I have graded each paper I will go back to make sure the papers in each grading category are evident to one another. The grading will be as followed.
1 the paper demonstrates deficiencies in overall writing skills and subject matter.
2 the paper demonstrates a lack of writing skills and pertains very little to the subject matter
3 the paper demonstrates the expected writing skills and a basic understanding of subject matter
4 the paper demonstrates well-developed writing skills and an understanding of the subject matter
5 the paper demonstrates, outstanding writing skills and an in-depth evaluation of the subject matter
The other type of assessment I will be utilizing is an analytic scoring system for a 5 paragraph essay. The essay will be out of 60 points. Each category will receive either a 0,1,2. 0-not applicable 1-demonstrated competence 2-demonstrated proficiency
Organization:
Each paragraph indented: Paragraph 1?___ Paragraph 2?___ paragraph 3?___ Paragraph 4?___ Paragraph 5?___
At least 3 sentences in body: Paragraph 1?___ Paragraph 2?___ Paragraph 3?___ Paragraph 4?___ Paragraph 5?___
Concluding sentences: Paragraph 1?___ Paragraph 2?___ Paragraph 3?___ Paragraph 4?___ Paragraph 5?___
Content:
Uses details: Paragraph 2?___ Paragraph 3?___ Paragraph 4?___
Each paragraph sticks to the main idea: Paragraph 2?___ Paragraph 3?___
Paragraph 4?___
Mechanics:
Spelled correctly?___ Complete sentences?___ Punctuated correctly?___
Capitalized correctly?___ Correct Grammar?___ No run-on sentences?___
Tuesday, May 26, 2009
Out With MC
Multiple choice tests provide us as educators with a way to evaluate our students. As a result of this type of testing learning outcomes can be evaluated to ensure the learning objectives which should already have been established, are being met. While multiple choice test are one way to evaluate student learning, there is certainly some controversy of how effective this style of assessment truly is.
One major issue with using multiple choice tests is that they are very one dimensional. Multiple choice test can check whether or not students have learned facts, dates, or procedures but often exclude levels of higher thinking such as synthesis or evaluation. While using this type of question can provide educators with a minimal basis of student understanding and comprehension, it lacks the in depth look into student understanding. Critical thinking is an important part of a child’s education and relying on this type of evaluation fails to tap into a child’s critical thinking skills.
Another major problem with this multiple choice test is that many schools, and teachers believe it is a fair none objective way of grading students. Due to the use of scantrons any objectivity can be eliminated in the grading process. While this may be true the creation of questions for multiple choice tests is objective and if not done correctly in a well thought out fashion, could directly effect student learning. Educators need to be aware of this objectivity when creating multiple choice exams.
As an educator it is important to identify the dangers associated with different assessments and teaching styles. In this case the literature points four different reasons in which educators should not solely rely on multiple choice tests.
First and foremost when using this type of exam cultural assumptions and biases can directly effect the student’s perception of the question or the answer. Second, students may be able to recognize facts or procedures but their ability to apply the knowledge goes untested. Third, multiple choice exams create an assumptions that there is simply one “right” answer for a given question; and finally what I see most detrimental is that is if schools and educators believe in multiple choice tests, often time they teach to the test leaving out valuable skills students may need to learn.
Personally, I believe there is very little room for multiple choice tests in schools. While they may be able to be used for small quick assessments of facts and procedures ultimately the really limit a students ability to showcase their knowledge. As an educator I believe it is crucial to provide students a variety of different ways to show case their knowledge and by using this one dimensional type of assessment, student learning can be greatly affected.
References used:
http://www.iamnext.com/academics/mcwrit.html
Developing and Validating Multiple-Choice Test Items
by Thomas M. Haladyna
http://www.fairtest.org/multiple-choice-tests
One major issue with using multiple choice tests is that they are very one dimensional. Multiple choice test can check whether or not students have learned facts, dates, or procedures but often exclude levels of higher thinking such as synthesis or evaluation. While using this type of question can provide educators with a minimal basis of student understanding and comprehension, it lacks the in depth look into student understanding. Critical thinking is an important part of a child’s education and relying on this type of evaluation fails to tap into a child’s critical thinking skills.
Another major problem with this multiple choice test is that many schools, and teachers believe it is a fair none objective way of grading students. Due to the use of scantrons any objectivity can be eliminated in the grading process. While this may be true the creation of questions for multiple choice tests is objective and if not done correctly in a well thought out fashion, could directly effect student learning. Educators need to be aware of this objectivity when creating multiple choice exams.
As an educator it is important to identify the dangers associated with different assessments and teaching styles. In this case the literature points four different reasons in which educators should not solely rely on multiple choice tests.
First and foremost when using this type of exam cultural assumptions and biases can directly effect the student’s perception of the question or the answer. Second, students may be able to recognize facts or procedures but their ability to apply the knowledge goes untested. Third, multiple choice exams create an assumptions that there is simply one “right” answer for a given question; and finally what I see most detrimental is that is if schools and educators believe in multiple choice tests, often time they teach to the test leaving out valuable skills students may need to learn.
Personally, I believe there is very little room for multiple choice tests in schools. While they may be able to be used for small quick assessments of facts and procedures ultimately the really limit a students ability to showcase their knowledge. As an educator I believe it is crucial to provide students a variety of different ways to show case their knowledge and by using this one dimensional type of assessment, student learning can be greatly affected.
References used:
http://www.iamnext.com/academics/mcwrit.html
Developing and Validating Multiple-Choice Test Items
by Thomas M. Haladyna
http://www.fairtest.org/multiple-choice-tests
Thursday, May 21, 2009
Who is Louis Leon Thurston?
Louis Leon Thurstone better known as L.L Thurstone has made tremendous contributions in understanding and emphasizing the different types of intelligence. Credited for being the United States pioneer in the field of Psychometrics and Psychophysics, Thurstone also created the approach to measurement known as the law of comparative judgment. His other contribution to psychometrics involves his creation and implementation of factor analysis.
The purpose of Thurstones work was to emphasize the different types of intelligence rather than focusing on a single factor of general intelligence. From an educator perspective this frame of mind and way of thinking has been monumental in better understanding and assessing the way in which people learn. Thurstone also was able to recognize the diversity of human’s abilities and how intelligence varies along a very wide spectrum.
This way of thinking led to Thurstones greatest contributions in the field of Psychometrics. Psychometrics which is a field that focuses on theory and technique of educational and psychological measurement focuses on traits such as knowledge, abilities, attitudes, as well as personality traits. It was Thurstone who furthered this way of thinking identifying and addressing the various ways in which intelligences is categorized.
His vast contribution to Psychometrics came with what has been recognized as his principle work. The Vectors of Mind presented Thurstone’s rejection behind the idea that any one factor had a more general application than others. From this Thurstone presented the method of factor analysis which helped to explain what he had identified as a correlation between outcome results and psychological tests. These types of studies led to Thurston’s development of Primary Mental Abilities which measured components of human intelligence this included; word fluency, verbal comprehension, facility with numbers, spatial visualization, and rote memory.
Louis Leon Thurstone made dramatic contributions to not only Psychometrics but society in general. Thurstones way of thinking and ability to identify intelligence in a variety of different ways has lead directly to the creation and understanding of multiple intelligence. The multiple intelligence theory has contributed tremendously to understanding the way in which people learn and how to best address them. Without Thurstone and his contribution and understanding of intelligence we as educators may have never truly understood how people learn.
The purpose of Thurstones work was to emphasize the different types of intelligence rather than focusing on a single factor of general intelligence. From an educator perspective this frame of mind and way of thinking has been monumental in better understanding and assessing the way in which people learn. Thurstone also was able to recognize the diversity of human’s abilities and how intelligence varies along a very wide spectrum.
This way of thinking led to Thurstones greatest contributions in the field of Psychometrics. Psychometrics which is a field that focuses on theory and technique of educational and psychological measurement focuses on traits such as knowledge, abilities, attitudes, as well as personality traits. It was Thurstone who furthered this way of thinking identifying and addressing the various ways in which intelligences is categorized.
His vast contribution to Psychometrics came with what has been recognized as his principle work. The Vectors of Mind presented Thurstone’s rejection behind the idea that any one factor had a more general application than others. From this Thurstone presented the method of factor analysis which helped to explain what he had identified as a correlation between outcome results and psychological tests. These types of studies led to Thurston’s development of Primary Mental Abilities which measured components of human intelligence this included; word fluency, verbal comprehension, facility with numbers, spatial visualization, and rote memory.
Louis Leon Thurstone made dramatic contributions to not only Psychometrics but society in general. Thurstones way of thinking and ability to identify intelligence in a variety of different ways has lead directly to the creation and understanding of multiple intelligence. The multiple intelligence theory has contributed tremendously to understanding the way in which people learn and how to best address them. Without Thurstone and his contribution and understanding of intelligence we as educators may have never truly understood how people learn.
Wednesday, May 20, 2009
Personal Fitness
Focus: The overall focus of this activity is to provide students with a culminating board game assignment in the target area of Personal Fitness
Title: What’s Your Fitness?
Purpose: The purpose of this game board activity is to tap into student’s comprehension and application involving the personal fitness principles we have covered during our last unit. The areas I want students to focus on are; Fitness Standards, Fitness Goal Setting, Definitions /Explanations of terms given throughout the lectures for example; Hyperthermia, Heat Exhaustion, Heat Stroke, Principles of Overload. Students should also address the components of F.I.T as well.
For this assessment activity students will be creating a board game to challenge classmates and themselves through different kinds of questions. These questions should not simply be multiple choice, T/F, and explanations; I challenge the students to be as creative as possible when taping into our personal fitness knowledge.
Materials Needed: Poster board, markers, tape, glue, index cards, crayons, colored pencils, scissors, and anything else the students may request. Students may also use their notes, handouts, and any other resource to create their board game.
Assignment Description
Students will be assigned two major fitness principles or subject areas that I want them to focus on. These topics will be from the wide array of information he have covered in our unit. In order to make sure the questions will help students review for the upcoming examination I want students to use their class notes, power-point slides, handouts, and class presentation information for the majority of their questions.
After a topic area has been assigned students will formulate their questions on lined pieces of paper. Students will turn in their questions to make sure they are valid and pertain to the task at hand. Once reviewed by the teacher students will get their questions back and begin to formulate their board game.
Fitness Game Board Must Include:
Correct answers to each question, typed on a piece of paper separate from the questions.
Clear instructions and rules governing play
A clear strategy and purpose for the rules governing the game.
A colorful playing board designed by the students that incorporate fitness.
Creative game pieces to play with, (i.e. cards, unique figurines to maneuver on the board, dice)
Questions to ask yourself before you are done?
Did the game have clear instructions and rules for playing included?
Were the questions relevant to the assigned topic?
Was there a clear strategy and purpose to the game?
Did the questions on the board game challenge your personal fitness knowledge?
Would you feel more prepared for the exam after playing your game?
Administration Description
Before having students participate in this assignment it is crucial that the teacher identifies whether or not the students have a solid understanding of personal fitness and the major subject areas we have covered for this unit. In order to do this I suggest a pre-test of some sort or, group discussions, or have students give a small presentation about their subject area to make sure they understand the material.
If students need refreshing or lack an understanding of a specific part I suggest revisiting that area to ensure the students have an understanding. If students do not have the proper knowledge they cannot participate in the board game assessments which make the overall purpose of this activity invalid. Once you are sure the students have an understanding of the subject area you will able to guide students through the questions building process and on the creation of their game boards
Scoring Methods
Scoring for this assignment will be done based on a check list that the proper components for the game board where included as well as a personal reflection assignment. This assignment will be based ask students to reflect on the entire process as well as some information you gathered from other game boards. The scoring for the components of the game board will be out of 5 points. There are five major components and students will receive a point for each component.
Scoring for the written assignment will be based on a rubric focusing on Content provided, Clarity of your overall paper, Analysis of the entire process, what you learned, and Information given, did you show case areas that you learned about. Each area of the rubric will be given 1 incomplete need more thought, or compete 2 demonstrated an active role in the learning of personal fitness. After writing a reflection I also want students to provide two questions that you would like explained in further detail or you were confused about. This will help me address any areas that seem to be confusing. The reflection paper has no page limits.
Check Sheets / Rubrics
-Check Sheets for Game Board
-Rubric for Assessment
Title: What’s Your Fitness?
Purpose: The purpose of this game board activity is to tap into student’s comprehension and application involving the personal fitness principles we have covered during our last unit. The areas I want students to focus on are; Fitness Standards, Fitness Goal Setting, Definitions /Explanations of terms given throughout the lectures for example; Hyperthermia, Heat Exhaustion, Heat Stroke, Principles of Overload. Students should also address the components of F.I.T as well.
For this assessment activity students will be creating a board game to challenge classmates and themselves through different kinds of questions. These questions should not simply be multiple choice, T/F, and explanations; I challenge the students to be as creative as possible when taping into our personal fitness knowledge.
Materials Needed: Poster board, markers, tape, glue, index cards, crayons, colored pencils, scissors, and anything else the students may request. Students may also use their notes, handouts, and any other resource to create their board game.
Assignment Description
Students will be assigned two major fitness principles or subject areas that I want them to focus on. These topics will be from the wide array of information he have covered in our unit. In order to make sure the questions will help students review for the upcoming examination I want students to use their class notes, power-point slides, handouts, and class presentation information for the majority of their questions.
After a topic area has been assigned students will formulate their questions on lined pieces of paper. Students will turn in their questions to make sure they are valid and pertain to the task at hand. Once reviewed by the teacher students will get their questions back and begin to formulate their board game.
Fitness Game Board Must Include:
Correct answers to each question, typed on a piece of paper separate from the questions.
Clear instructions and rules governing play
A clear strategy and purpose for the rules governing the game.
A colorful playing board designed by the students that incorporate fitness.
Creative game pieces to play with, (i.e. cards, unique figurines to maneuver on the board, dice)
Questions to ask yourself before you are done?
Did the game have clear instructions and rules for playing included?
Were the questions relevant to the assigned topic?
Was there a clear strategy and purpose to the game?
Did the questions on the board game challenge your personal fitness knowledge?
Would you feel more prepared for the exam after playing your game?
Administration Description
Before having students participate in this assignment it is crucial that the teacher identifies whether or not the students have a solid understanding of personal fitness and the major subject areas we have covered for this unit. In order to do this I suggest a pre-test of some sort or, group discussions, or have students give a small presentation about their subject area to make sure they understand the material.
If students need refreshing or lack an understanding of a specific part I suggest revisiting that area to ensure the students have an understanding. If students do not have the proper knowledge they cannot participate in the board game assessments which make the overall purpose of this activity invalid. Once you are sure the students have an understanding of the subject area you will able to guide students through the questions building process and on the creation of their game boards
Scoring Methods
Scoring for this assignment will be done based on a check list that the proper components for the game board where included as well as a personal reflection assignment. This assignment will be based ask students to reflect on the entire process as well as some information you gathered from other game boards. The scoring for the components of the game board will be out of 5 points. There are five major components and students will receive a point for each component.
Scoring for the written assignment will be based on a rubric focusing on Content provided, Clarity of your overall paper, Analysis of the entire process, what you learned, and Information given, did you show case areas that you learned about. Each area of the rubric will be given 1 incomplete need more thought, or compete 2 demonstrated an active role in the learning of personal fitness. After writing a reflection I also want students to provide two questions that you would like explained in further detail or you were confused about. This will help me address any areas that seem to be confusing. The reflection paper has no page limits.
Check Sheets / Rubrics
-Check Sheets for Game Board
-Rubric for Assessment
JON
Once upon at time there was a student who’s name was Jon. Jon was a soon to be college graduate and was about to become a teacher. Before he could take that final step he thought it would be a good idea if he refreshed himself on Gardeners concepts of multiple intelligence. In order to do this Jon went to the library. After doing this he took a look at some of the readings to get a better understanding of what multiple intelligence theory actually is R,P 5/16/09.
After spending hours at the library Jon came to the conclusion that “In my opinion traditional assessments should be banned from schools and curriculums as they promote lazy teachers and poor outcomes for students who cannot succeed through written assessments. (T,L 5/19/09) Jon also said can to the conclusion while reading about physical education that low skilled students are not able to succeed because of an old outdated curriculum that focuses on the success of high skilled students and sport specific classes (N,G 5/15/09)
After much frustration in his reading Jon decided to take a multiple intelligence theory test in order to see where he stood. After completing the test Jon found that his interpersonal intelligence was the highest “ I was not surprised that my interpersonal intelligence was much higher (E,E 5/17/09). This past weekend at the graduation reception in the fitness center Jon thought it would be appropriate to introduce his Mom and dad to Dr. Wigglesworth. Especially sense Dr. Wigglesworth was the only professor of his I could find in the massive herd of people. TS 5/18/09 She then influenced Jon to take on the world with his new found knowledge and that’s what he did.
After spending hours at the library Jon came to the conclusion that “In my opinion traditional assessments should be banned from schools and curriculums as they promote lazy teachers and poor outcomes for students who cannot succeed through written assessments. (T,L 5/19/09) Jon also said can to the conclusion while reading about physical education that low skilled students are not able to succeed because of an old outdated curriculum that focuses on the success of high skilled students and sport specific classes (N,G 5/15/09)
After much frustration in his reading Jon decided to take a multiple intelligence theory test in order to see where he stood. After completing the test Jon found that his interpersonal intelligence was the highest “ I was not surprised that my interpersonal intelligence was much higher (E,E 5/17/09). This past weekend at the graduation reception in the fitness center Jon thought it would be appropriate to introduce his Mom and dad to Dr. Wigglesworth. Especially sense Dr. Wigglesworth was the only professor of his I could find in the massive herd of people. TS 5/18/09 She then influenced Jon to take on the world with his new found knowledge and that’s what he did.
Tuesday, May 19, 2009
Normative v.s Criterion
For today’s blog I wanted to look at and compare the pros and the cons between normative testing and criterion based testing. While both these concepts have their positives and negatives very often especially when discussing types of assessment these two concepts are discussed. First and foremost let’s define the two. Criterion referenced is based on testing an objective standard or achievement level. Students are required to demonstrate a specific ability at a particular level. Normative testing differs because it is based on a standard curve of a specific population. People are compared to the curve rather then a benchmark you would see from a criterion test.
It is important from an educator perspective to understand these types of test. First we will look at normative testing. Normative testing provides a test that can be adjusted. It takes into consideration if a test it too hard or easy by adjusting it to the curve. By doing this you as an educator can ensure that the test is fair and it is addressing the information you wanted to assess. Part of the problems identified with this type of testing is that it promotes tracking, lacks the ability to understand the quality of learning or learning outcomes for individual students do to the emphasis on comparison against the curve, and most common teachers end up teaching to the test.
While normative testing certainly has its advantages and disadvantages as does criterion testing. Part of the problem with criterion testing is its whole idea of setting a benchmark grade or standard. With this type of testing students who have a low understanding of the information may be lost because of a class curve. Student’s grades become inflated and in turn may hide the fact a student is struggling. When using this type of testing educators must be extremely careful when “curving” grades. Just because students get high marks does not mean they understand the information.
Part of the positives of this testing style include the overall emphasis on testing knowledge and skills but not rank, examining specific curriculums, and it can be used set educational goals. As you can see both these testing methods have there positives and negatives. What I wanted to provide from today’s blog is an overview of these two styles of assessment as well as some of the educational downfalls and benefits when trying to decide how to best assess your students.
It is important from an educator perspective to understand these types of test. First we will look at normative testing. Normative testing provides a test that can be adjusted. It takes into consideration if a test it too hard or easy by adjusting it to the curve. By doing this you as an educator can ensure that the test is fair and it is addressing the information you wanted to assess. Part of the problems identified with this type of testing is that it promotes tracking, lacks the ability to understand the quality of learning or learning outcomes for individual students do to the emphasis on comparison against the curve, and most common teachers end up teaching to the test.
While normative testing certainly has its advantages and disadvantages as does criterion testing. Part of the problem with criterion testing is its whole idea of setting a benchmark grade or standard. With this type of testing students who have a low understanding of the information may be lost because of a class curve. Student’s grades become inflated and in turn may hide the fact a student is struggling. When using this type of testing educators must be extremely careful when “curving” grades. Just because students get high marks does not mean they understand the information.
Part of the positives of this testing style include the overall emphasis on testing knowledge and skills but not rank, examining specific curriculums, and it can be used set educational goals. As you can see both these testing methods have there positives and negatives. What I wanted to provide from today’s blog is an overview of these two styles of assessment as well as some of the educational downfalls and benefits when trying to decide how to best assess your students.
Saturday, May 16, 2009
Multiple Intelligence
The Theory of Multiple Intelligence provides us with an in depth look into all the ways in which people learn and process information. These multiple intelligences identify and help explain the vast differences in the ways in which people learn. Being an educator and applying these intelligences to our education system, it is easy to see that schools specifically focus most their attention on linguistic and logical-mathematical intelligence. The problem with that is the multiple intelligences show us that students learn and process information in so many different ways it is almost unethical for an educational system to address only two of the seven intelligences.
When reflecting about my life and how these intelligences affected me it is easy to see how and why I struggled in school. Due to the fact my learning process focuses primarily of body kinesthetic learning it was hard for me to process information in other ways. My need to physical do things in order to learn was not addressed until I was much older and as a result I struggled. Due to these experiences I now have a much better understanding of how to incorporate and address all the learning styles. It is imperative that these levels are addressed to ensure that all students can learn in way that they are most comfortable.
When looking at the effect of addressing multiple intelligences in curriculums specifically in physical and health education it is absolutely critical that educators address all the different styles of learning. Due to my personal learning style being based on body kinesthetic, physical education was I place I felt very comfortable; but for some, the lack of other ways of addressing information left those students confused and ultimately turned off from physical education. To ensure students are not turned off by physical education they must be taught in ways that address their learning styles,
In order to ensure this does not happen addressing these different intelligent levels must be done within the curriculum. Teachers must take a vested interest in creating curriculums, lesson plans, and assessments that cover a wide array of intelligence levels. Students should not and cannot be punished because they process information in a different way. As a result it is imperative that all learning styles are addressed starting with the curriculum and working all the way down the educational process.
The final parts of this educational process are assessments and grading. To ensure student learning is taking place multiple intelligences must also be addressed in this area. Teachers need to be able to develop ways in which students are graded and assessed in a variety of different ways. Limiting students to one type of learning process is detrimental to not only their individual grades but also the learning process as a whole. This multiple intelligences show us that people learn and process information all different ways. As a result we as educators must understand these learning styles in order to address them effectively.
Friday, May 15, 2009
The Cognitive Objectives
My discussion work provided me with the framework to better understand each learning domain. These learning domains provide teachers such as myself the understanding of different learning components. These components while broken down it three categories provide the backbone to ensure that student learning is addressed in all three learning domains which include cognitive affective and psychomotor. By understanding each one of these domain it allows you to write objectives that are geared toward a specific learning outcome.
For this post I will be focusing mainly on the cognitive domain. The cognitive domain provides us with six categories. These categories work in a pyramid fashion starting from the bottom least complex and working towards the higher learning skills. The foundation of this pyramid starts with knowledge. Knowledge provides at starting point where students are able to remember information. When writing objectives geared toward knowledge it is important to keep it simple and basic. Having students illustrate or name basic knowledge will allow your objective to be geared to the most basic learning outcomes. The next stage is comprehension; this deals with being able to understand and not simply name or illustrate. This stage checks for an understanding of the knowledge; as you can see these levels play off one another because you would not be able to comprehend without basic knowledge.
The next component is application and wheatear or not the student can apply the information. This takes a better understanding of the knowledge and how to go about using it in a logical sense. Analysis followed by synthesis involves using the information. Analysis calls upon the ability to make sense of a wide array of information that may or may not relate. Being able to draw conclusions or make sense of the information requires synthesis. The most complex learning outcome takes place in the final stage evaluation. Evaluation this involves the most complex and in depth way of looking at evaluating information.
By understanding these learning components educators can gear their objectives to a specific outcomes. By following this structure through a variety of different learning and teaching styles you can ensure that learning outcomes exist. When writing objectives there must be a structure in which to develop them; in this case understand these cognitive components unsure that objectives are being made that correspond with the cognitive ability of each student.
For this post I will be focusing mainly on the cognitive domain. The cognitive domain provides us with six categories. These categories work in a pyramid fashion starting from the bottom least complex and working towards the higher learning skills. The foundation of this pyramid starts with knowledge. Knowledge provides at starting point where students are able to remember information. When writing objectives geared toward knowledge it is important to keep it simple and basic. Having students illustrate or name basic knowledge will allow your objective to be geared to the most basic learning outcomes. The next stage is comprehension; this deals with being able to understand and not simply name or illustrate. This stage checks for an understanding of the knowledge; as you can see these levels play off one another because you would not be able to comprehend without basic knowledge.
The next component is application and wheatear or not the student can apply the information. This takes a better understanding of the knowledge and how to go about using it in a logical sense. Analysis followed by synthesis involves using the information. Analysis calls upon the ability to make sense of a wide array of information that may or may not relate. Being able to draw conclusions or make sense of the information requires synthesis. The most complex learning outcome takes place in the final stage evaluation. Evaluation this involves the most complex and in depth way of looking at evaluating information.
By understanding these learning components educators can gear their objectives to a specific outcomes. By following this structure through a variety of different learning and teaching styles you can ensure that learning outcomes exist. When writing objectives there must be a structure in which to develop them; in this case understand these cognitive components unsure that objectives are being made that correspond with the cognitive ability of each student.
Wednesday, May 13, 2009
The Three Amigos
Understanding the framework of Standards, Goals, and Objectives provided teachers such as myself the ability to organize, prepare, and ensure that authentic learning outcomes are occurring. During my reading today as well as the knowledge I have gained while at Ithaca College, afforded me the ability to better understand not only the relationship between standards, goals and objectives but how they work together to ensure that learning outcomes exists.
Standards for me are usually the starting point; they provide the backbone for any curriculums, units which lead directly to the lesson plans themselves. These standards provide both knowledge and skills students should learn at a given point during their education. Goals on the other hand provide that broad outlook. Goals are usually very general statements which can be obtained in a variety of teaching and learning styles. Lastly are objectives. Objectives are short-term very specific statements that relate directly to your goals. Your objectives provide the ability for you as an educator to reach your goals as well as build proper and authentic assessment.
When reading about the ABCD’s today I found it very interesting the way in which they broke down writing objectives. Addressing the audience, identifying the behavior or task, describing the condition for which the task will be performed and, the degree which provides specific detail on how the task meets the standard. By using this ABCD process you can ensure that you are properly identifying all the necessary aspects when writing an objective.
Today provide a very useful review on standards, goal, and objectives. These three concepts are fundamental in creating a learning environment where learning outcomes exist. For me it is imperative that proper learning exists and it all begins with the proper implementation of these concepts. Without standards, goals, and objectives teaching would lack structure. Using these concepts ensure structure and promote learning outcomes that are not only attainable but can also be assessed.
Standards for me are usually the starting point; they provide the backbone for any curriculums, units which lead directly to the lesson plans themselves. These standards provide both knowledge and skills students should learn at a given point during their education. Goals on the other hand provide that broad outlook. Goals are usually very general statements which can be obtained in a variety of teaching and learning styles. Lastly are objectives. Objectives are short-term very specific statements that relate directly to your goals. Your objectives provide the ability for you as an educator to reach your goals as well as build proper and authentic assessment.
When reading about the ABCD’s today I found it very interesting the way in which they broke down writing objectives. Addressing the audience, identifying the behavior or task, describing the condition for which the task will be performed and, the degree which provides specific detail on how the task meets the standard. By using this ABCD process you can ensure that you are properly identifying all the necessary aspects when writing an objective.
Today provide a very useful review on standards, goal, and objectives. These three concepts are fundamental in creating a learning environment where learning outcomes exist. For me it is imperative that proper learning exists and it all begins with the proper implementation of these concepts. Without standards, goals, and objectives teaching would lack structure. Using these concepts ensure structure and promote learning outcomes that are not only attainable but can also be assessed.
Tuesday, May 12, 2009
A Cross The Country
For my evaluation of the standards I wanted to look across the country to see if in fact standards not only differed by state but by geographical location as well. While my focus for these standards was physical education, I wanted to compare and contrast standards I am familiar with, New York, and a state I know nothing about, Oregon. After comparing these two states specifically, I wanted to use my classmate’s evaluations to gain an even deeper understanding of the physical and health education standards across the country.
What I found through my examination of the standards is how specific Oregon was when compared to New York. When looking at New York’s standards they were very broad and generalized to all aspects of physical education with very little specifics. Oregon on the other hand demonstrated very detailed grade oriented standards. These standards were age and grade specific as well as directly connected to the national physical education standards. The Oregon standards were adjusted according to the grade level and even as the grades got higher the standards still connected back to the national standards.
I find it interesting and upsetting that New York has no justification or rationalization of how their standards meet the national ones. In order for these standards to truly be assessed there must be some justification on their relevance to the overall national physical education guidelines. On top of justification, New York also lacks age/grade specific standards which seem very important when your dealing with developmental levels and age appropriate activities for students grades K-12.
When looking at other standards that my classmates have located, I see a common trend of very specific age appropriate standards. For example in California the standards are very specific in there requirements as well as their connection back to the national standards. While these California standards are geared towards kindergartners, I find there overall detail to be extremely helpful in understanding the requirements. Other states such as New Mexico, provide less detail and can be generalized to a wide variety of physical education activities, and learning outcomes.
Overall I find it very interesting to see how different states address their learning standards. While some states leave it open to interpretation, others provide benchmarks that are age specific. Personally, the specific standards provide physical education teachers like me with a framework. This framework will ultimately benefit the students to ensure the proper learning outcomes are occurring.
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