Evaluate and Revise
Assessment of Learner Achievement
The following assessment was used to determine learner achievement of stated standards and objectives:
Assessment of Learner Achievement
The following assessment was used to determine learner achievement of stated standards and objectives:
Evaluation of Strategies and Resources
To evaluate the strategies and resources used, I met with each student individually. We discussed what areas they had problems with and what areas they felt went well. I also met with students informally as they were going through the process; this helped guide their learning and answer any questions they had. The primary reason for meeting with the students was to see if there was an ongoing trend in responses, such as a specific part of the process that several students had difficulty with.
Additionally, students were asked to complete the following writing assignment (with illustration and writing) of their most and least favorite parts of The Daily 5. This seemed to yield more authentic responses and allowed students to express their achievements and concerns in a way other than oral conversation with me:
To evaluate the strategies and resources used, I met with each student individually. We discussed what areas they had problems with and what areas they felt went well. I also met with students informally as they were going through the process; this helped guide their learning and answer any questions they had. The primary reason for meeting with the students was to see if there was an ongoing trend in responses, such as a specific part of the process that several students had difficulty with.
Additionally, students were asked to complete the following writing assignment (with illustration and writing) of their most and least favorite parts of The Daily 5. This seemed to yield more authentic responses and allowed students to express their achievements and concerns in a way other than oral conversation with me:
Revisions
After reviewing student assessments and reflecting on conversations/written responses from students, there was one apparent area that needed revision. Students had a difficult time working independently for 20 minutes straight; this was a trend on their assessments. I then discovered through conversations and written responses that their least favorite part of the process was working through a problem independently without interrupting the teacher. They got frustrated when they didn't know what to do and couldn't ask for help, and therefore, had difficulty working for 20 minutes independently. Together we created an anchor chart that listed the steps for students to take if they encountered a problem. Once they followed these steps, we decided the next best thing was for students to "Ask 3 before me". Students are to ask three classmates for help before asking the teacher.
The entire process will continue to be evaluated and revised as needed.
After reviewing student assessments and reflecting on conversations/written responses from students, there was one apparent area that needed revision. Students had a difficult time working independently for 20 minutes straight; this was a trend on their assessments. I then discovered through conversations and written responses that their least favorite part of the process was working through a problem independently without interrupting the teacher. They got frustrated when they didn't know what to do and couldn't ask for help, and therefore, had difficulty working for 20 minutes independently. Together we created an anchor chart that listed the steps for students to take if they encountered a problem. Once they followed these steps, we decided the next best thing was for students to "Ask 3 before me". Students are to ask three classmates for help before asking the teacher.
The entire process will continue to be evaluated and revised as needed.