Three Components of Good Assessment

Name three components of a good assessment:


I found five at     www.sedl.org

• Clear and Appropriate Learning Targets
• Clearly Focused and Appropriate Purpose
• Appropriate Match among Targets, Purposes, and Method of Assessment
• Sufficient Sampling of Student Work to Make Sound Inferences about Learning
• Fairness and Freedom from Biases that Distort the Picture of Learning

Contents of Standard & Benchmark

What are the Content Standard and Benchmark and how are they used?

Content Standard

Expectations about what the child should know and be able to do in different subjects and grade levels; defines expected student skills and knowledge and what schools should teach.

Benchmark

Levels of academic performance used as checkpoints to monitor progress toward performance goals and/or academic standards.

In computing, a benchmark is the act of running a computer program, a set of programs, or other operations, in order to assess the relative performance of an object, normally by running a number of standard tests and trials against it. The term 'benchmark' is also mostly utilized for the purposes of elaborately-designed benchmarking programs themselves.

Benchmarking is usually associated with assessing performance characteristics of computer hardware, for example, the floating point operation performance of a CPU, but there are circumstances when the technique is also applicable to software. Software benchmarks are, for example, run against compilers or database management systems.

How are they used?

A benchmark test used to compare performance of hardware and/or software. Many trade magazines have developed their own benchmark tests, which they use when reviewing a class of products. When comparing benchmark results, it is important to know exactly what the benchmarks are designed to test. A benchmark that tests graphics speed, for example, may be irrelevant to you if the type of graphical applications you use are different from those used in the test.

Content Standard  are broad statements that identify the knowledge and skills that students should acquire and they remain constant throughout k-12.

GROUP COLLABORATION AND PROBLEM-SOLVING

What did you enjoy most/least about getting to know your group members? 
What I enjoyed was finding out the difference in everyone. Sound like every one is in the group assignment ready to work and get the group work done.

What are some problem-solving techniques you learned this week related to working with your group members? Just working together and not pulling apart.
Group Collaboration Work is all about team work and pulling together. Everyone has a specfic part that they play in the group activity, it just takes hard work and commitment in doing the assignment.

 How did you learn them?
By associating with the group.

Reflections on New 2st Century Pedagogy

While a significant proportion of teachers are coming to understand the benefits of using and integrating digital technology into their practice, few are taking the opportunity to consider the transformative effects ICT has had on society and to reconsider the skills and abilities we teach our students and, more so, the fundamental role of contemporary education. Globalisation, a redefined concept of knowledge, technological advances and the new ways insititutions and organisations operate have forever altered the role of teachers in 21st century schooling (Patton, 2009). Digital leaders need to be providing opportunities for teachers to reimagine teaching and learning in contemporary society and to develop their capabilities accordingly, not to simply ‘bolt on’ digital technology to existing, traditional practice. However, a paradox exists where the common and popular models of professional development designed to support teachers to embrace contemporary pedagogy have proven to be ineffective.

Most teachers receive uninspired and often poor-quality professional development. In my research, Klingner (2004) found that successful professional development programs are those which include teachers as collaborators in the process. Teachers need to take responsibility and need to negotiate their professional learning with school leaders. in my further research the Victorian Department of Education and Training (2005) suggests that teachers need to design professional development which is focused on student outcomes, not just individual teacher needs. This includes using multiple sources of student data and make teacher professional learning student-centred. Lloyd and Cochrane (2006) also suggest teachers need to refer to contemporary learning theory in their design decisions and negotiation of their individual professional development. Schools should adopt (or create) an instructional / teaching and learning model which teachers use as a basis for effective practice.

Finally, teachers and school leaders should ensure the scope of the professional development in each ‘loop’ does not affect changes which are too broad or overwhelming, as teachers may not welcome change that threatens stability or consistency in their classroom or may not complete the cycle if the barriers are too problematic.

My Philosophy

My philosophy as a teacher as educators, I believe it is important that personal beliefs about education be explored. This should be an ongoing and evolving process, however I find the philosophies of progressivism and reconstructionism within my fundamental beliefs about teaching.

My personal philosophy of education involves ideas found within progressivism. I agree that students learn best through real-world experiences which are meaningful to them. I believe that while some students may be able to learn from the "Great Books" and established "lists" of what is necessary to be culturally literate, students may not necessarily be able to actually relate to this material. In my own education, I have been able to memorize and regurgitate information in order to earn good grades, however I have not always related to the information, or seen it’s relevance to my personal life and interests. In these situations, the information was often "lost" after I performed for a test. This approach to learning was, in my opinion, an effective use of my educational time.

My personal experiences contribute to my philosophy today in that the most meaningful learning takes place when students are motivated and interested. It is my belief that the way to achieve this is by giving students a voice in the learning process, and by assisting them in finding connections in the curriculum with their own life and interests. By allowing students to bring their own stories, experiences, and ideas into the classroom, this provides the students with opportunities to work together, to learn from each other, and respect each others’ differences.

I see my own personal philosophy of education as being eclectic. I believe in a student centered approach which incorporates ideas found within progressivism and social reconstructionism. I feel my approach to teaching also involves ideas found within theories of constructivism and behavior modification.

Goals For This Course

My goal is to learn a lot more concerning technology. Sad to say this is my second time taking this course. Due to circumstances that was beyond my control I was not able to attend this class like I should have. I'm back in this class again and I hope that nothing else comes up that requires my attention that I can not finish this class. I love computers and technology. I am familiar with computers and I know how to do a little something on them. But everyday I learn something new, weather I learned it on my on or my kids taught me. But my goal is to succeed in this class and learn all that there is to know concerning computers and technology. WISH ME LUCK FOR THE 2ND TIME. Good luck tech friends.