Sindi Sheth

Assessment Techniques Pre-instructional Pre-instructional Assessment is used at the beginning of a class of unit to determine what knowledge students may already have about a given topic. From this assessment an instructor can then “proceed with the most effective instruction. It is considered part of good teaching practice to find out prior to instruction the level of knowledge and skill that is present in the learner.”1
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Formative Formative Assessments are done throughout a program or class and provide a teacher with immediate feedback and enable on to make changes to improve the instruction promptly. “The purpose of this technique is to improve quality of student learning and should not be evaluative or involve grading students.”2

Summative Summative Assessments are done at the end of a section or class. They are used to provide the teacher with a comprehensive view of the students understanding. It also allows the teacher to determine if “students have met the program goals and objectives.”2

http://www.sasked.gov.sk.ca/docs/policy/studeval/chap1003.html

http://academicaffairs.cmich.edu/caa/assessment/resources/toolkit/FormativeandSummat iveAssessment.doc

Rubrics Throughout my teaching courses whenever I developed a teaching plan I would have to record the student aims. (i.e. Assignment-Matching game, Aim-Students will successfully match 4 out 6 pairs.) Knowing ahead of time the success rate I wished to achieve allowed me to gauge the success of the previous vocabulary session. If the students met the required scoring then I knew the technique was working. This gave me confidence as a student teacher. I feel that a rubric will do the same for a student. If the student knows what the teacher is looking for and can review their work and tick off that they have each element that appears in the rubric they can submit their assignment with confidence. Not only will the rubric build confidence in the student, but it will allow me as a teacher to be confident in my grading system and to know that I am grading all papers equally. At the website, http://www.teachervision.fen.com/teaching-methods-andmanagement/rubrics/4522.html, they give a really nice a relatable example of a rubric outline which I am including here:

Chocolate chip cookie rubric The cookie elements the students chose to judge were: * Number of chocolate chips * Texture * Color * Taste * Richness (flavor) Here's how the table looks: Delicious Number of Chips Texture Chocolate chip in every bite Chewy Good Chips in about 75% of bites Chewy in middle, crisp on edges Either dark from overcooking or light from being 25% raw Quality storebought taste Needs Improvement Chocolate in 50% of bites Texture either crispy/crunchy or 50% uncooked Either dark brown from overcooking or light from undercooking Tasteless Poor Too few or too many chips Texture resembles a dog biscuit Burned

Color

Golden brown

Taste

Home-baked taste

Richness

Rich, creamy, high-fat flavor

Medium fat contents

Low-fat contents

Store-bought flavor, preservative aftertaste – stale, hard, chalky Nonfat contents

Bet you’re hungry for a cookie now aren’t you????