Reflection My first experience using assessments was when I worked as a special education aide at a local elementary school. I was fortunate to have a teacher who provided hands on experience, after she heard I had a passion for teaching and wanted to become a special education teacher in the future. The assessments we primarily used for our students were short quizzes that we created once a week. The quizzes had a direct relationship to the teacher’s curriculum that she taught the previous week. The students enjoyed the short quizzes that we administered weekly because they provided immediate feedback and were easy for the students to understand and analyze. Normally, when the students did a good job on the quizzes they received a piece
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These questions include, what is the individual seeking to achieve? Why are they doing it and how are they doing it? Are the goals achievable and how the individual can improve their performance? By adding the combination of commitment and momentum, continuous improvement can be achieved. (Steeples, 1995) Continuous improvement is highly successful when there is focus along with clear objectives. Effort is made by the individual to maintain and develop the involvement of people who are involved in the process. Finally, effective measurements are placed to make sure that their results can be monitored and change is happening in the appropriate areas.
Performance assessments can be used for individual learner mastery. Educators can develop rubrics and grade cards to measure student or individual mastery of a course. The rubric assists in breaking down the courses content into specific sections or tasks that the students has to master in each section or content area to complete the benchmark. For example if a student masters the course they will receive an “M” that will indicate that the student has mastered the course and can proceed to the next section,(Steeples, 1995). The student has not mastered the course the student will receive an “I” indicating that the student has not mastered the course and that further instruction is needed,(Steeples, 1995). Utilizing grade cards will provide a real-time picture to show students their progress towards mastery of the courses
These questions include, what is the individual seeking to achieve? Why are they doing it and how are they doing it? Are the goals achievable and how the individual can improve their performance? By adding the combination of commitment and momentum, continuous improvement can be achieved. (Steeples, 1995) Continuous improvement is highly successful when there is focus along with clear objectives. Effort is made by the individual to maintain and develop the involvement of people who are involved in the process. Finally, effective measurements are placed to make sure that their results can be monitored and change is happening in the appropriate areas.
Performance assessments can be used for individual learner mastery. Educators can develop rubrics and grade cards to measure student or individual mastery of a course. The rubric assists in breaking down the courses content into specific sections or tasks that the students has to master in each section or content area to complete the benchmark. For example if a student masters the course they will receive an “M” that will indicate that the student has mastered the course and can proceed to the next section,(Steeples, 1995). The student has not mastered the course the student will receive an “I” indicating that the student has not mastered the course and that further instruction is needed,(Steeples, 1995). Utilizing grade cards will provide a real-time picture to show students their progress towards mastery of the courses