Linda CH.15-17
Chapter fifteen deals with the integration of assessments into the classroom and the implications of choosing different approaches. I found the chapter repeating the definitions of procedural and declarative knowledge once again, and restating the importance of knowing that we, as teachers, can not see student knowledge. It is helpful for me to hear the information again in order to understand it fully. I know from experience that informal assessments take place practically every moment in a classroom. I like the suggestions of using checklists (ch.16), to be sure that I retain vital information. The most important advice is to have a clear idea of what the goals are for the day and the nature of the constructs to be learned. And to also include the content of assessments to be outlined and used (page 210). I know we think about the goals of the lesson and how to implement instruction; it is good to think ahead about how to assess as well. One additional point that I agree with is that where research is inconclusive, we must recognize that different approaches to teaching work well, with the selection of the best option depending on characteristics of the students and teachers who are involved. This to me is the most important point of the chapter. So many variables make up a classroom, and the characteristics of the teacher and his/her students are the most defining ones. If one teacher finds that assessing students in a particular informal way works well, it may not work as well for another teacher in the same area.
Chapter sixteen- Although I felt like a great deal of the material was addressing secondary education, the chapter was informative. The statement that "grades should rely on a number of assessments, which collectively represent a broad cross-section of instructional objectives covered during the term", is the most poignant. To really see if the information is learned, the student must be assessed on the same material in numerous ways and at numerous times. Becoming an expert is the goal, and to do this the information must be retained, applicable, and recalled by the student. I found the statement that students are more likely to avoid a low grade than work for a high grade. I really think that we have a problem in this country with work ethics. From small children to adults, the average American seems to have an entitlement attitude. I may be just in a negative frame of mind right now, sorry, but I really feel that for someone to feel true accomplishment, they must be challenged and put forth real effort in reaching a goal. Statistics and news reports state that in other countries, students spend a signifigantly more substantial amount of time pursuing educational success. It does not surprise me, then when a chapter says that students will just do what it takes to be average and not strive for a high grade. What are the suggestions for handling cheating and incomplete work if one is not able to show affects through grades? I agree that a zero does not representa best estimate of a student's acheivement with the skills, and I know how much that one grade can ruin the rest of the grades. However, I think that getting things done, and on time should be factors. If a high school student fails to get things in and receives a zero, then the grade will go down. I don't think that a college is interested in why the grade was low, just that it is, and if it is because the student has organizational issues, is lazy, or unmotivated, then those are things that a college should take under consideration as well as academic issues. Letting students make up the missing assignments is great, but they should be accountable, and there needs to be consequences for cheating and missing/incomplete work. Because the zero is so "potent" as the chapter says, then I would think a student would do what is necessary to avoid getting one. I feel that other means of discipling are to be chosen first, but what are the suggestions if work is not being done?
Chapter seventeen-This is a useful chapter discussing standardized tests. Knowing how to interpret scores is obviously important, especially when so much is riding on the results. In chapter fifteen it is stated that standardized tests are scheduled inadvance, take weeks to see results, measure broad samples of content, and they predominantly provide norm-referenced interpretations. These are in contrast to the tests designed to be intergrated into the classroom. The first sentence in the chapter says so much; the test originates outside the school, but significantly affects what goes on in the classroom. Isn't that the truth. Within the chapter it seems like there are still alot of questions to be answered, and a good deal of reseach to still be done. In regards to grouping students, and the concern of classifying them, the results are inconlusive as to what is best. The suggestion that teachers should be familiar with the characteristics of scores used with stadardized test, be able to identify equivalent scores across commonly used scores, and to recognize the advantages and limitations of these scales is right on. I really feel there is alot for me to learn yet, and I hope I can do it quickly. The idea that failing to understand the scores could lead to errors in classiying students, makes me want to know as much as possible to avoid such a mistake.
Thursday, July 19, 2007
Monday, July 16, 2007
Linda Ch. 11-14
Linda-Ch. 11-14
Chapter 11- When reading chapter eleven the first impression I got was one of familiarity. There is so much to take into account when dealing with informal observations and questions within the classroom, however, I actually applied the reading to my youth, remembering what it was like to grow up in a house of nine people with everyone talking at the same time at the dinner table. My husband had to adjust to hearing three stories at once and actually being able to take it in and respond. Now with every one's families growing (and at events like Christmas) the amount of information being sent out is crazy. The number of things that a person can observe in any given moment is mind boggling, yet I am fully aware that retention of the information can be limited. Yes, I can have three conversations at once, respond to my child's need across the room, and cook all at the same time, but ask me later about the details of what I heard and I'm sure the accuracy will not be good. The strategies suggested for teachers to react to answers and the importance of listening were good. On page 144, there were seven suggestions and I think they are good ways to help with students feeling good about sharing, and also they help with the retention of the listeners. I think that repeating what you have heard really works in all environments, home or classroom, and making others comfortable with sharing is always a goal to keep in mind.
I really like how the text stressed the issue of confidence and experience. I know that my level of confidence would be substantially lower had I not been in the classroom working over the last seven years. I feel more confident in identifying needs and behaviors now than I did when I first graduated from college. I know every student in my building and this gives me the ability to observe and assess situations more accurately, but I am learning a great deal from the literature. And, I know that the more time and experience I have in the classroom the more confidence I will gain. The other statement stressed that I found insightful was on page 133, that teaching may be the only profession in which responsibilities are as complex on the first day as compared to the last day of employment. We really have a challenging field, but also so rewarding.
Chapter 12-Performance assessments,while having a variety of unique characteristics, have limitations as well. The points that caught my attention were that performance assessments occur in natural or structured settings, they can measure a process as well as products resulting from a process, they ask one to perform a real application of a skill outside its instructional context, and they are time-consuming and subjective. If performance assessments are to be used in conjunction with written tests, then the outcome is better.
The chapter breaks down the categories of performance assessments. Of interest to me was the section discussing performance assessments in standardized tests. If performance tests are not used, it says, then entire areas of curriculum go unmeasured. Because the results of the standardized tests tell us so much and influence so many areas of education, I am perplexed by the issue of how to include more performance assessments within the tests. The issue of expense and time constraints was discussed and tells that we are limited in the number of skills we can assess because of these issues.
The section discussing options for scoring performance assessments was interesting. I am not a fan of rubrics. I know they are a rapid way of scoring, but they are too subjective and should really only be used for less-critical ratings of student performance or situations as the chapter suggests. I like the suggestion of averaging the scores assigned by two or more raters, but who has another person to grade unless it may be a trusted and highly trained paraprofessional? I am also not a fan of rating scales. They seem so hard to answer and so vague. Like when your in the hospital and they say to rate your pain on a scale of happy to sad faces. I'm sorry, but one persons idea of excruciation is completely different than another's. And I don't think most people like to fill out rating scales, but they are easy to score.
Chapter 13- Over and over again the text states that we can not directly observe knowledge. The chapter gives useful information to create and score performance assessments. So much has been talked about lately regarding problem-solving skills. We are striving on improving this skill in the students in our building. When using the guidelines in the figures, and applying the information from the chapter I think it will be significantly easier to create a performance assessment. I like how the examples cover different topics to show haw the strategies work for a variety of area content.
Chapter 14- I think I have stated in the past that the younger elementary grades is where I work and hope to continue. Within the first grade, the children do not select the items that go into the portfolios. They are not even aware that we use them, honestly. The portfolios are used to showcase the students' strengths, as stated in the chapter, but they also give feedback to the teacher about the growth throughout the year. We place within the portfolio a regularly scheduled writing sheet, any behavioral contracts, pre/post tests on phonics, mathematics, and any assignment that we feel is helpful in relaying information about the child's needs, challenges, or strengths. The portfolios are used as tools to show parents the ability and growth of the child, and used in team planning if necessary. I like the use of portfolios because it is an easy way to look at the child's overall learning. The dated material is always useful to me when I am discussing issues with additional teachers or parents. I do like the idea of involving older students in the creating of portfolios and in the evaluation process, as long as there is the multiple and diverse products used, as stated by the chapter.
Chapter 11- When reading chapter eleven the first impression I got was one of familiarity. There is so much to take into account when dealing with informal observations and questions within the classroom, however, I actually applied the reading to my youth, remembering what it was like to grow up in a house of nine people with everyone talking at the same time at the dinner table. My husband had to adjust to hearing three stories at once and actually being able to take it in and respond. Now with every one's families growing (and at events like Christmas) the amount of information being sent out is crazy. The number of things that a person can observe in any given moment is mind boggling, yet I am fully aware that retention of the information can be limited. Yes, I can have three conversations at once, respond to my child's need across the room, and cook all at the same time, but ask me later about the details of what I heard and I'm sure the accuracy will not be good. The strategies suggested for teachers to react to answers and the importance of listening were good. On page 144, there were seven suggestions and I think they are good ways to help with students feeling good about sharing, and also they help with the retention of the listeners. I think that repeating what you have heard really works in all environments, home or classroom, and making others comfortable with sharing is always a goal to keep in mind.
I really like how the text stressed the issue of confidence and experience. I know that my level of confidence would be substantially lower had I not been in the classroom working over the last seven years. I feel more confident in identifying needs and behaviors now than I did when I first graduated from college. I know every student in my building and this gives me the ability to observe and assess situations more accurately, but I am learning a great deal from the literature. And, I know that the more time and experience I have in the classroom the more confidence I will gain. The other statement stressed that I found insightful was on page 133, that teaching may be the only profession in which responsibilities are as complex on the first day as compared to the last day of employment. We really have a challenging field, but also so rewarding.
Chapter 12-Performance assessments,while having a variety of unique characteristics, have limitations as well. The points that caught my attention were that performance assessments occur in natural or structured settings, they can measure a process as well as products resulting from a process, they ask one to perform a real application of a skill outside its instructional context, and they are time-consuming and subjective. If performance assessments are to be used in conjunction with written tests, then the outcome is better.
The chapter breaks down the categories of performance assessments. Of interest to me was the section discussing performance assessments in standardized tests. If performance tests are not used, it says, then entire areas of curriculum go unmeasured. Because the results of the standardized tests tell us so much and influence so many areas of education, I am perplexed by the issue of how to include more performance assessments within the tests. The issue of expense and time constraints was discussed and tells that we are limited in the number of skills we can assess because of these issues.
The section discussing options for scoring performance assessments was interesting. I am not a fan of rubrics. I know they are a rapid way of scoring, but they are too subjective and should really only be used for less-critical ratings of student performance or situations as the chapter suggests. I like the suggestion of averaging the scores assigned by two or more raters, but who has another person to grade unless it may be a trusted and highly trained paraprofessional? I am also not a fan of rating scales. They seem so hard to answer and so vague. Like when your in the hospital and they say to rate your pain on a scale of happy to sad faces. I'm sorry, but one persons idea of excruciation is completely different than another's. And I don't think most people like to fill out rating scales, but they are easy to score.
Chapter 13- Over and over again the text states that we can not directly observe knowledge. The chapter gives useful information to create and score performance assessments. So much has been talked about lately regarding problem-solving skills. We are striving on improving this skill in the students in our building. When using the guidelines in the figures, and applying the information from the chapter I think it will be significantly easier to create a performance assessment. I like how the examples cover different topics to show haw the strategies work for a variety of area content.
Chapter 14- I think I have stated in the past that the younger elementary grades is where I work and hope to continue. Within the first grade, the children do not select the items that go into the portfolios. They are not even aware that we use them, honestly. The portfolios are used to showcase the students' strengths, as stated in the chapter, but they also give feedback to the teacher about the growth throughout the year. We place within the portfolio a regularly scheduled writing sheet, any behavioral contracts, pre/post tests on phonics, mathematics, and any assignment that we feel is helpful in relaying information about the child's needs, challenges, or strengths. The portfolios are used as tools to show parents the ability and growth of the child, and used in team planning if necessary. I like the use of portfolios because it is an easy way to look at the child's overall learning. The dated material is always useful to me when I am discussing issues with additional teachers or parents. I do like the idea of involving older students in the creating of portfolios and in the evaluation process, as long as there is the multiple and diverse products used, as stated by the chapter.
Tuesday, July 10, 2007
Linda Ch. 6-10
Linda Ch.6-10
In chapter six it is discussing the short-answer type of question. I found the advice of formulating the correct answer and then forming the question to match useful. These types of questions are widely used especially in early elementary grades and in order to really know is their is comprehension of content on the child's part, then the short-answer question must be constructed with care. Given the limitations of simply measuring recall and the likelyhood that the items will be scored erroneously, the chapter was very helpful in supplying ways to assess our own assessment questions. The eleven questions to ask about the short-answer question will be sure to assist in formulating the best test. Some of the eleven questions seem like common sense (like keeping the length of the blanks the same so as not to give a clue to the answer) but they will be invaluable I'm sure.
In chapter seven, which deals with the essay question, I took note of the limitations and advantages but hope to be teaching in the lower elementary grades where I will be limited in the use of this type of questioning. I like that the chapter talked about how the student can be knowlegeable about the answer and yet the amount of time it takes to write out the answer is a limitation. So many times I have taken a test and writen my response only to be limited on the time I could spend on other questions because it took so long for the essay. I am "wordy" and sometimes want to convey my answer with too much information and not enough clarity. I found that online tests (with time limits) make me anxious. If you add to that that i am not a really fast typer-yikes. Back to the essay style questions, I feel as a teacher that these types of questions can be very difficult to grade because of the stated subjectivity and the essays should be used sparingly. If I do teach in the upper level grades, I will be refering to this text I'm sure. The scoring plan was insightful and the advice to be very clear what the capability to be measured is was too. Once again the chapter does a good job of making the advice easy to understand and I like the simplicity of being able to ask myself six questions to see if the essay question is a good one.
In chapter eight, the type of question discussed is multiple-choice. Because this is the most widely used type of question, I found the information helpful, and yet some seemed to be common sense. I think most people know that when it comes to multiple-choice, guessing is a problem and not truly measuring what the person knows is a definate limitation. If the questions are constructed carefully, following the quidelines presented then there will be fewer problems. I do like that it "broadens the traditional definition" and the examples are helpful. One thing of interest is the idea that multiple-choice items take longer to formualte because considerable time is needed to develop alternative answers within each item. In order for it to be a good test, the wrong anwers have to written well as do the correct ones. One consistent thing that is important is that with any type of question, the reading skill required is below the students' ability. I think this is so important, and I'm glad for the reminder to take this into consideration when designing tests.
Chapter nine, figure 9.8 gives question to ask oneself to ensure that the question is a good one. The alternate-choice items are most commonly the true-false type. While easy to construct and grade, the limitations are that guessing is common. The suggestion of correctly anwering false questions with the true answer is something that is common as well. This gives more insight into whether students really understand the concept or not. These types of questions are not only easy to construct but are objectively scored. The most useful advice I found was on page 111 where it states that adjectives and adverbs that imply an indefinite degree should be excluded. I have taken a few tests in the past where the wording is difficult and rereading and rereading is needed to figure out the true question. Suggestions six and eight on the page were helpful as well.
Chapter ten I wish I would have read years ago. I am not always a confident test taker. In the past I would be very anxious and tended to second guess all my answers even if I felt confident in my knowledge before the test began. I hope to remember the struggles of my past and enlist the suggestions in these chapters to create confident test taking students. I often wondered about the computer tests. In the school I am in we give the students a great deal of exposure to taking tests on the computers so they are more confident on state assessments. During the testing days small snacks are given to the students and short breaks are scheduled too. Who knew that taking tests with seperate answer sheets were not good for younger elementary students. Good to know. I can relate to the conditions that depress scores section. In college didn't everyone have at least one professor who assigned a huge exam after a holiday or break? I did. I think the best way to have kids feel o.k. about testing is like the text says, practice and prepare. Just like with any other skill, the more you do it the more confident you'll be in it and the more successful too. We have a gentlemen in our school who teaches "Test Readiness" to all grades. His job is to go to the classroom once a week and teach the skills necessary to perform well on exams. It is extremely beneficial to the students.
In chapter six it is discussing the short-answer type of question. I found the advice of formulating the correct answer and then forming the question to match useful. These types of questions are widely used especially in early elementary grades and in order to really know is their is comprehension of content on the child's part, then the short-answer question must be constructed with care. Given the limitations of simply measuring recall and the likelyhood that the items will be scored erroneously, the chapter was very helpful in supplying ways to assess our own assessment questions. The eleven questions to ask about the short-answer question will be sure to assist in formulating the best test. Some of the eleven questions seem like common sense (like keeping the length of the blanks the same so as not to give a clue to the answer) but they will be invaluable I'm sure.
In chapter seven, which deals with the essay question, I took note of the limitations and advantages but hope to be teaching in the lower elementary grades where I will be limited in the use of this type of questioning. I like that the chapter talked about how the student can be knowlegeable about the answer and yet the amount of time it takes to write out the answer is a limitation. So many times I have taken a test and writen my response only to be limited on the time I could spend on other questions because it took so long for the essay. I am "wordy" and sometimes want to convey my answer with too much information and not enough clarity. I found that online tests (with time limits) make me anxious. If you add to that that i am not a really fast typer-yikes. Back to the essay style questions, I feel as a teacher that these types of questions can be very difficult to grade because of the stated subjectivity and the essays should be used sparingly. If I do teach in the upper level grades, I will be refering to this text I'm sure. The scoring plan was insightful and the advice to be very clear what the capability to be measured is was too. Once again the chapter does a good job of making the advice easy to understand and I like the simplicity of being able to ask myself six questions to see if the essay question is a good one.
In chapter eight, the type of question discussed is multiple-choice. Because this is the most widely used type of question, I found the information helpful, and yet some seemed to be common sense. I think most people know that when it comes to multiple-choice, guessing is a problem and not truly measuring what the person knows is a definate limitation. If the questions are constructed carefully, following the quidelines presented then there will be fewer problems. I do like that it "broadens the traditional definition" and the examples are helpful. One thing of interest is the idea that multiple-choice items take longer to formualte because considerable time is needed to develop alternative answers within each item. In order for it to be a good test, the wrong anwers have to written well as do the correct ones. One consistent thing that is important is that with any type of question, the reading skill required is below the students' ability. I think this is so important, and I'm glad for the reminder to take this into consideration when designing tests.
Chapter nine, figure 9.8 gives question to ask oneself to ensure that the question is a good one. The alternate-choice items are most commonly the true-false type. While easy to construct and grade, the limitations are that guessing is common. The suggestion of correctly anwering false questions with the true answer is something that is common as well. This gives more insight into whether students really understand the concept or not. These types of questions are not only easy to construct but are objectively scored. The most useful advice I found was on page 111 where it states that adjectives and adverbs that imply an indefinite degree should be excluded. I have taken a few tests in the past where the wording is difficult and rereading and rereading is needed to figure out the true question. Suggestions six and eight on the page were helpful as well.
Chapter ten I wish I would have read years ago. I am not always a confident test taker. In the past I would be very anxious and tended to second guess all my answers even if I felt confident in my knowledge before the test began. I hope to remember the struggles of my past and enlist the suggestions in these chapters to create confident test taking students. I often wondered about the computer tests. In the school I am in we give the students a great deal of exposure to taking tests on the computers so they are more confident on state assessments. During the testing days small snacks are given to the students and short breaks are scheduled too. Who knew that taking tests with seperate answer sheets were not good for younger elementary students. Good to know. I can relate to the conditions that depress scores section. In college didn't everyone have at least one professor who assigned a huge exam after a holiday or break? I did. I think the best way to have kids feel o.k. about testing is like the text says, practice and prepare. Just like with any other skill, the more you do it the more confident you'll be in it and the more successful too. We have a gentlemen in our school who teaches "Test Readiness" to all grades. His job is to go to the classroom once a week and teach the skills necessary to perform well on exams. It is extremely beneficial to the students.
Friday, July 6, 2007
Linda Chap 1-2
Linda Ch 1-2
In chapter two I understood the book to say that ability-referenced testing has limitations and is difficult to interpret accurately, growth-referenced are more reliable when used in conjuction with norm-referenced, and criterion-referenced is very "black and white" and concise. Learning about each individual type of assessment is very useful and I think each type has its place of value to be used, depending on what it is the teacher wants answered (assessed).
In the classroom I was in the past few years, the lead teacher used a portfolio system (growth-referenced) to assist her. The grade was first, and it is obvious that a great deal of change can be seen in a first grader from the beginning of the year to the end. She used the portfolios for a variety of things, not only to record progress or struggles but to help with parent/teacher meetings. I feel portfolios are great tools. And as mentioned, when used along with norm-referenced testing they can be invaluable.
I find it challenging to know the differences between norm and criterion but the chapter clarified it some. I have to keep practicing this. As I was growing up I never did like getting material back and not being sure of how I really did on the assignment. I of course compared my results immediately with someone else's to see where I ranked, usually with my twin sister's.
In chapter two I understood the book to say that ability-referenced testing has limitations and is difficult to interpret accurately, growth-referenced are more reliable when used in conjuction with norm-referenced, and criterion-referenced is very "black and white" and concise. Learning about each individual type of assessment is very useful and I think each type has its place of value to be used, depending on what it is the teacher wants answered (assessed).
In the classroom I was in the past few years, the lead teacher used a portfolio system (growth-referenced) to assist her. The grade was first, and it is obvious that a great deal of change can be seen in a first grader from the beginning of the year to the end. She used the portfolios for a variety of things, not only to record progress or struggles but to help with parent/teacher meetings. I feel portfolios are great tools. And as mentioned, when used along with norm-referenced testing they can be invaluable.
I find it challenging to know the differences between norm and criterion but the chapter clarified it some. I have to keep practicing this. As I was growing up I never did like getting material back and not being sure of how I really did on the assignment. I of course compared my results immediately with someone else's to see where I ranked, usually with my twin sister's.
Sunday, July 1, 2007
Linda response to AR
In response to everyone's dislike comments concerning AR, I tend to disagree. The fact is I am bias because my sister is the school librarian and I've seen her reach a lot of non-readers through the program. She strives to order the books that will interest the kids the most and has great curriculum ideas to keep them engaged and excited about reading. I worked with her for a short time when she returned to our district and we taught together in the library. We had a great time creating and implementing lessons for the kids. Granted we are not in a very large school, so it is much easier to know every kid's interests and hangups, but is there anything better then getting the child that isn't necessarily excited about reading turned on to topics that grab their attention and cause them to crave the next book about whaterver it is they enjoy. Yes, I am saying that my sister is great at her job, :) but I also say that if the AR program is approached with enthusiasm and creativity it is a wonderful way to get every child reading. I think it's just a matter of finding what moves them and then creating tests that they can get the points and credit for if necessary. We have a special section in our library of chapter books that are not high level (1.0-3.0), for the kid who doesn't want a "kiddy, easy" book, but struggles with the longer, wordier ones. They are worth a varied number of points. This way they still appear to be on a more even playing field as their peers, and they don't have to be uncomfortable with the books they choose. And we try to accomadate the strong readers by having books available from the jr./sr. high and public libraries, and having neat activities like William Allen White contests and such. All level of readers are encouraged to find something that excites them, and I fell like AR gives them a way to see how much they can improve their reading just by simply reading about things they enjoy, that they pick out. There may be the few kids who it doesn't turn into lifelong readers, but we at least try to capture the minds and interests of as many as we can. I agree that reading is a vital part of a kid's future, and I hope I can reach my students and convey how enjoyable, not only essential, it can be.
Wednesday, June 27, 2007
Linda-Action Research
Linda-Action Research
This is yet another very useful site for me to use in the future. I appreciate having access to other educators views on what works and what doesn't. As I read the introduction to the proposals, I was excited by the idea that this state cares so much about improving the quality of educators placed into classrooms in order to ensure the optimal learning for the students. I find it encouraging that so much is being done to find out what works, what doesn't work, and what strategies just need improving. One thing I think will be a challenge as a new teacher is really knowing what works for the individual child. Each child can learn so differently and I want to be able toapply various techniques to make sure each one of my students gets the most from their year in my classroom.
Over the past seven years I have worked with numerous students who struggle with reading. I was very interested in the Action Research proposals that addressed phonics, peer-teaching, and pair reading. I particularly liked the proposal on page 48, Jeff Bargs. I worked individually with a student last year in the first grade who struggled a great deal with reading and the program we used really benefited him. It is Total Reading for anyone interested.
It is interesting that so much time goes into the collecting of information and doing the work, and yet the proposal is so straight forward. The sharing of information between teachers is so great. I know that I heard somewhere that all good teachers or coaches are great at borrowing and adapting other people's ideas and strategies. If it works then why not?
I believe one point that the introduction says is very important. We have to continue to learn and study in order to perform well as quality teachers. I think that we are in a profession where if we stand still and just get the "necessary credits" to stay accredited, and don't really strive to improve how we do things, we will be doing a great disservice to not only the kids but inevitably to the country and ourselves.
This is yet another very useful site for me to use in the future. I appreciate having access to other educators views on what works and what doesn't. As I read the introduction to the proposals, I was excited by the idea that this state cares so much about improving the quality of educators placed into classrooms in order to ensure the optimal learning for the students. I find it encouraging that so much is being done to find out what works, what doesn't work, and what strategies just need improving. One thing I think will be a challenge as a new teacher is really knowing what works for the individual child. Each child can learn so differently and I want to be able toapply various techniques to make sure each one of my students gets the most from their year in my classroom.
Over the past seven years I have worked with numerous students who struggle with reading. I was very interested in the Action Research proposals that addressed phonics, peer-teaching, and pair reading. I particularly liked the proposal on page 48, Jeff Bargs. I worked individually with a student last year in the first grade who struggled a great deal with reading and the program we used really benefited him. It is Total Reading for anyone interested.
It is interesting that so much time goes into the collecting of information and doing the work, and yet the proposal is so straight forward. The sharing of information between teachers is so great. I know that I heard somewhere that all good teachers or coaches are great at borrowing and adapting other people's ideas and strategies. If it works then why not?
I believe one point that the introduction says is very important. We have to continue to learn and study in order to perform well as quality teachers. I think that we are in a profession where if we stand still and just get the "necessary credits" to stay accredited, and don't really strive to improve how we do things, we will be doing a great disservice to not only the kids but inevitably to the country and ourselves.
Friday, June 22, 2007
Linda-Sanders 3-6
Linda-Sanders3-6
After reading the "Is this a Trick Question" post I learned so much. And then reading chapters 3-6 in Sanders I gained even more insight into testing. Chapter 3 begins with defining the different kinds of tests, norm-referenced and criterion-referenced, then it goes on to give important guidelines to designing a good test. I found this very insightful. I did know that making tests was challenging, but now realize the extend to which a teacher must go to assure quality testing. I liked how in the chapter there were examples to try and it was a good way for me to see if I was understanding the information along the way. The suggested resources I'm sure will be useful-Tests in Print and Mental Measurements Yearbooks (http://www.ets.org).
The way the chapter breaks down all the types of tests is very useful. I know I will be refering to this book often in the future.
I had no idea there were so many differnet types of validity. The case study helped to see all the information applied.
In chapter 4 I related to the statement, "How can you summarize the information you collect so that the message from your data is accurate and clear?". I have found that many times when dealing with data one can then look at the information and not be really be clear on what it is telling you. I like again how the chapter gives applicable examples and suggestions for doing it the right way. In chapter 5 the suggestion to discuss the findings with the person most directly affected first to avoid problems is a good one. I know that any time there is an evaluation, of people or of general information, people can become defensive quickly.
As I was reading all of these chapters I keep coming back to my own school. We have recentlybeen trying to get a bond issue based, and the information collection, the politics, the finaces, etc.-all of the information took quite a bit of organizing and information collecting. It had been a stressful couple of years for those in favor of and those oppposed to the bond. Debates got pretty heated to say the least. But back to the chapters, I can see that the amount of time needed to create questionaires, evaluations, compiling data, etc., it all takes a great deal of dedication. Even with the simplest of tests, it has to be done correctly taking into consideration all of the suggestions in these chapters. Like I said I'll be refering to this book in the future to write the best tests I can.
After reading the "Is this a Trick Question" post I learned so much. And then reading chapters 3-6 in Sanders I gained even more insight into testing. Chapter 3 begins with defining the different kinds of tests, norm-referenced and criterion-referenced, then it goes on to give important guidelines to designing a good test. I found this very insightful. I did know that making tests was challenging, but now realize the extend to which a teacher must go to assure quality testing. I liked how in the chapter there were examples to try and it was a good way for me to see if I was understanding the information along the way. The suggested resources I'm sure will be useful-Tests in Print and Mental Measurements Yearbooks (http://www.ets.org).
The way the chapter breaks down all the types of tests is very useful. I know I will be refering to this book often in the future.
I had no idea there were so many differnet types of validity. The case study helped to see all the information applied.
In chapter 4 I related to the statement, "How can you summarize the information you collect so that the message from your data is accurate and clear?". I have found that many times when dealing with data one can then look at the information and not be really be clear on what it is telling you. I like again how the chapter gives applicable examples and suggestions for doing it the right way. In chapter 5 the suggestion to discuss the findings with the person most directly affected first to avoid problems is a good one. I know that any time there is an evaluation, of people or of general information, people can become defensive quickly.
As I was reading all of these chapters I keep coming back to my own school. We have recentlybeen trying to get a bond issue based, and the information collection, the politics, the finaces, etc.-all of the information took quite a bit of organizing and information collecting. It had been a stressful couple of years for those in favor of and those oppposed to the bond. Debates got pretty heated to say the least. But back to the chapters, I can see that the amount of time needed to create questionaires, evaluations, compiling data, etc., it all takes a great deal of dedication. Even with the simplest of tests, it has to be done correctly taking into consideration all of the suggestions in these chapters. Like I said I'll be refering to this book in the future to write the best tests I can.
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