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It is important to create specific assessments related to the topic being assessed. Although, every individual learns differently. A fail on an assessment by a student does not mean the student failed, it was the failure to teach the subject in a way that the individual(s) understand. Expectations must be set, but guidance and communication to reach and exceed those expectations are the role of the teacher.
Year Four: Winter Semester 2026
Year Four: Winter Semester 2026
Goal for Winter Semester 2026: For my final practicum in Winter 2026, my goal is to find a way to provide feedback that promotes students self-monitoring and setting goals for themselves. During my Fall 2024 practicum, the students struggled with accountability and self-monitoring. This was no problem at all, it just meant that my mentor teacher and I had to be very explicit with our expectations and feedback.
Relevancy: Being able to promote self-monitoring and accountability for students through the use of assessments is beneficial in different aspects such as time. It is difficult when the students need very detailed feedback, tracking, setting of goals, and more done for them by their teacher. By teaching them the strategies to do this, it assists with the teacher needing to spend less time doing it as well as students being more independent.
How I will accomplish this: This is a goal I would like to discuss with my professors and future mentor teacher. I have created a list of what my mentor teacher from my Fall 2024 practicum usually does and although the students in that year were struggling with it, it is usually successful. I will take what I learn from each discussion and I will find my own research/strategies and implement them into my classroom right at the start of my practicum.
Growth: This goal went well! During my practicum, I had the opportunity to observe the creation of assessments as well as create my own. Through my assessments, I varied the format, putting a focus on self correction and regulation. I did this in multiple ways such as co-creating rubrics, providing checklists, giving opportunities to improve work, and more. I found that by varying the assessments and having students involved in creating the assessments, they were able to better understand what was expected of them as well as identify their areas of growth and how they will improve.
Artifact: I am unable to share photos for this due to privacy reasons. However, one strategy I quickly implemented into the classroom is self assessments and checklists, especially for larger assignments such as unit projects. By doing this, the students were able to follow the checklist and cross tasks off as they went which also helped them to stay accountable by ensuring they didn't miss anything. By doing self assessments, students were prompted to reflect not only on their final product but the process as well. They were asked to be honest every time. For example, if a student didn't use their time wisely, they were asked to write that as well as why and how they can change that for next time.
Year Three: Fall Semester 2024
Year Three: Fall Semester 2024
Goal for Fall semester 2024: My new goal for this category is to create a more "standard" assessment. Throughout my lessons that I had taught, I created various forms of assessments but it was typically a more simple assessment that was graded by a rubric or checklist such as writing a paragraph. I would like to create an assessment in a test format as I have not had the opportunity to do this and it is a common form of assessment used in almost every grade.
How I will accomplish this: As my current practicum placement is in a grade six classroom, I believe that this goal is fully achievable. I will develop these assessments with my mentor teacher. The reason that they will be developed with my mentor teach is due to the fact that grade sixes must be prepared to write their PAT exams. I want to ensure that my assessments align with the PAT exams and help to better prepare my students to write the exams.
Relevance: There are various types of assessments and I believe that each one is equally valuable. Students must be supplied with the necessary tools and practice with each assessment type in order to be set up for success in future schooling
Time Frame: This goal will not be completed until my five week practicum block where I will have created assessments prior to the block weeks with my mentor teacher and will have the students complete them during the five week practicum time.
Growth: This goal went well! During my practicum, I had the opportunity to observe the creation of assessments as well as create my own. My mentor teacher had explained the process she goes through when creating a 'standard' assessment. This process was a little different as in grade six, the PAT question formats are the standard. I had to do some research and create an assessment that targeted the outcomes for the unit and was in student friendly language. I have linked an example of a 'standard; math assessment that I created and had students complete. I also used a large variety of assessment types and tracked each one on a master list which I have also linked below. Tracking them all and using different kinds helped me to see what did and did not work for my students.
Year Two: Winter Semester 2024
Year Two: Winter Semester 2024
My goal for winter semester 2024: I would like to be able to analyze the data from assessments that students complete and know how to better support them through learning goals or extra support.
How I will accomplish this goal: This will be a goal that will have to be done alongside my mentor teacher. I will continuously monitor the types of assessments she gives out and ask to review the results of each one. When a student needs a new learning plan or possibly extra support, I will ask to be included in this process so that I may see how it is done and eventually be able to do it on my own, or at least make suggestions to my mentor teacher.
Reflection of Achievement/Progress: This goal has been extremely well. As I had explained this goal to my mentor teacher, she had me independently grade students assignments and tests and we would then review them together. Through grading these items, I was able to track student progress as well as see different ways of assessing. I was constantly involved in the plans for how we would support the students. These plans included things such as one on one time, extra lessons on certain topics, and supplying extra resources.
Artifacts: Below is some images of my students work from a lesson that I had taught. I had used this work in one of my lessons and analyzed it to know whether the students were properly grasping the concepts/learning outcomes that were trying to be achieved. The students had to look at a series of cards around the classroom that had sentences with one word underlined. The students had to determine whether the underlined word was a verb, noun, or adjective. It was determined that this concept needed to be reviewed again as only very few students completed it successfully (roughly 2/3 of the answers done correctly).
Future Goal: My new goal for this category is to create a more "standard" assessment. Throughout my lessons that I had taught, I created various forms of assessments but it was typically a more simple assessment that was graded by a rubric or checklist such as writing a paragraph. I would like to create an assessment in a test format as I have not had the opportunity to do this and it is a common form of assessment used in almost every grade.
Year Two: Fall Semester 2023
Year Two: Fall Semester 2023
My goal for fall semester 2023: I would like to be able to efficiently create an assessment. As I will be creating more lesson plans in the coming years, I would like to be able to create an assessment that goes with it. Whether I do this by making the whole activity an assessment or implement a short assessment at the end to gauge whether the students are progressing and/or understood what I taught them
How I will accomplish this: In order to do this goal I will first monitor the way in which my mentor teacher assesses her students. I will utilize their preferences with what I have learnt throughout school so far to create my own assessment. I will then run my idea by my mentor teacher to ensure it is adequate and that I do not miss any components it should contain. My end goal is to utilize the TQS of 3.c. to accurately reflect the learner outcomes within the programs of study. This will ensure it is a fair assessment and provide me with accurate feedback on student progress
Reflection of Achievement/Progress: This goal is a work in progress. Pictured above (top picture) is the activity from the lesson that I had taught. The sentences were how I assessed the students. This was one of the only assessments I was able to create. My mentor teacher had involved me in assessing students through her own activities/assessments quite frequently. In the second image, a group of students were read a series of words and had to spell them on white boards. If they did so incorrectly, the way in which they spelt it was documented. This helped me to learn about different types of assessments as well as to see how the process of doing so works. I would like to create more of my own assessments as I continue in my degree, especially now that I have more experience and knowledge on how to effectively do it.
Year One: Winter Semester 2023
Year One: Winter Semester 2023
Growth/Progress: This semester I was exposed to multiple forms of assessments. Throughout the semester I learnt how my mentor teacher assessed her students. The most common form of assessment I saw was verbal tests. My mentor teacher would ask the students a variety of questions and record their answers. For example, in science she had them verbalize the five senses, what happens to the other senses when one of them is lost, along with a few other questions. This was a form of summative assessment. As for formative assessment, my mentor teacher explained she does this through monitoring the students assignments. Each student has a work book for each subject, my mentor teacher would track their progress as they completed these. I was able to partake in both the formative and summative assessments that were conducted within the class. This helped me to not only learn about the different forms but gain hand on experience with them.
Year One: Fall Semester 2022
Year One: Fall Semester 2022
https://www.dreamstime.com/students-write-test-exam-beautiful-classroom-learning-concept-teenagers-different-skin-colors-question-flat-vector-image188866091
My goal for this competency is to understand the different assessment types present within classrooms.
To help me achieve this goal, I will:
Research different assessment types using Learn Alberta (https://www.learnalberta.ca/content/mewa/html/assessment/index.html).
Meet with my mentor teacher on the first day and discuss the most common methods of assessment they use and why they chose them.
I will monitor my success based on my understanding of the different assessments. I expect myself to have a basic understanding of at least 3 different types and be able to talk about each one.
Alberta Education. (2020). Teaching quality standard . Retrieved March 29, 2023, from https://open.alberta.ca/dataset/14d92858-fec0-449b-a9ad-52c05000b4de/resource/afc2aa25-ea83-4d23- a105-d1d45af9ffad/download/edc-teaching-quality-standard-english-2020.pdf
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