Assessment

Post 1
A KWL chart is used to demonstrate what we already know and assume about something (in this case, AER), what we want to know, and what we have learned at the end of the learning duration. This is a good tool to drive the learning in a certain direction that will ultimately fulfil the objectives in the middle column.

Post 2 - L in KWL

EDBE 8Y01 Digital Portfolio: AER Strategy Form

Name: Taylor Simons
GROWING SUCCESS POLICIES	My Professional Learning Goals 1 goal for each	Strategies For Meeting My Goals 1 strategy for each	Annotated Resources 2 sources for each
POLICY Fundamental Principles	Ensure that my practices and procedures are fair and reasonable for all students so they can improve upon their own learning and habits.	Co-create and reflect upon classroom routines, procedures, and expectations so that students are informed of their responsibilities.	Leinhardt, Gaea, C. Weidman, and K. M. Hammond. "Introduction and integration of classroom routines by expert teachers." Curriculum Inquiry 17.2 (1987): 135-176. This resource is useful because it talks about the effects of establishing routines and procedures right away in classrooms and how it helps build a more complex learning environment. Evertson, Carolyn M. Classroom management for elementary teachers. Allyn & Bacon, A Division of Simon & Schuster, Inc., 160 Gould Street, Needham Heights, MA 02194., 1994. This resource is useful because it talks about the importance of classroom management and utilizing policies and procedures to make a more effective learning environment.
POLICY Learning Skills & Work Habits	Make sure my students learn and utilize proper learning skills and reflect and improve upon their work habits.	Implement a system that rewards and reinforces appropriate skills and behaviours: students can earn classroom privileges based on their successful skills and working habits.	McClelland, Megan M., Frederick J. Morrison, and Deborah L. Holmes. "Children at risk for early academic problems: The role of learning-related social skills." Early childhood research quarterly 15.3 (2000): 307-329. This resource discusses the implications of poor working skills and social skills: students who develop poor working/social skills and habits do not perform as well in schools. Suggests reasons for lack of skills/habits, which can prompt action. Fuchs, Lynn S., Douglas Fuchs, and Norris Phillips. "The relation between teachers' beliefs about the importance of good student work habits, teacher planning, and student achievement." The Elementary School Journal 94.3 (1994): 331-345. This resource is useful because it discusses the connection between teachers’ beliefs and students’ working habits. Teachers affect the working habits that students develop and use.
POLICY Performance Standards: The Achievement Chart	Develop clear and useful feedback for my students so they can utilize their strengths and improve upon their weaknesses.	Conference with my AT and colleagues to see how they provide feedback.	Burnett, Paul C. "Teacher praise and feedback and students' perceptions of the classroom environment." Educational psychology 22.1 (2002): 5-16. This resource is useful because it talks about how positive and effective feedback impacts student satisfaction and their perception of classrooms and their relationship with teachers. Hattie, John, and Helen Timperley. "The power of feedback." Review of educational research 77.1 (2007): 81-112. This resource is helpful because it discusses different forms of feedback, why they’re effective, and how it can produce positive or negative results.
POLICY Assessment FOR Learning & AS Learning	Consistently assess my students (utilize as and for learning) so that they know where they currently are, where they need to go, and how best to get there.	Implement reflection based assessments after activities so that students can look at what they have learned and what to do next. (Using exit cards as much as possible)	“School Effectiveness Framework”. Ontario Ministry of Education. 2013. <http://www.edugains.ca/resourcesCurrImpl/MinistryStrategies/ LinkedImages/SchoolEffectivenessFramework.pdf This resource highlights self-reflective practice for schools and educator. If teachers want to be effective assessors then they need to be in a constant state of professional reflection of themselves. Nicol, David J., and Debra Macfarlane‐Dick. "Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice." Studies in higher education 31.2 (2006): 199-218. This resource is helpful because it talks about the importance of formative assessment and how it helps students become self-regulated learners.
POLICY Evaluation	Coordinate my evaluations with the curriculum documents, the expectations, and with my students’ learning styles and strengths where applicable.	Use a variety of curriculum documents and use assessment tools to find out learning styles and needs. Constantly refer to curriculum expectations and ideas for direction and vision going forward.	Brookhart, Susan M. "Teachers' grading practices: Meaning and values." Journal of Educational Measurement 30.2 (1993): 123-142. This resource is useful because it talks about the meaning of grades to teachers: how much weight they place on grades, what they consider when grading, and the judgement process with evaluating. Bloom, Benjamin S. "Handbook on formative and summative evaluation of student learning." (1971). This is a useful resource because it discusses the practice of different forms of assessment and evaluation and their impact on learning.
POLICY Reporting Student Achievement	Be prompt and detailed with my reporting of achievement so that students/parents are informed of progress and next steps.	Stay on top of assessment and recording progress so that I am not overwhelmed and can supply students with prompt, accurate, and effective feedback.	Allen, James D. "Grades as valid measures of academic achievement of classroom learning." The Clearing House: A Journal of Educational Strategies, Issues and Ideas 78.5 (2005): 218-223. This resource is useful because it discusses how teachers grade, the purposes of certain grades, and how it is effective/ineffective to report student achievement. O'Connor, Ken, and Rick Wormeli. “Reporting Student Learning.” Nov. 2011. <https://lms.brocku.ca/access/content/group/e31088eb-1541-4470-a7036df9bcc9cc7a/Session%204/Reporting%2BStudent% 2BLearning.pdf> This resource is useful because it discusses effective reporting of student grades and how to make reporting meaningful for good feedback purposes.
POLICY Students With Special Education Needs	Facilitate an inclusive environment that is respectful and welcoming to all students and where everyone has equal opportunities to access the curriculum and be successful.	Differentiate tasks, lessons, and assessments so that all students are treated fairly and feel welcomed and supportive in my classroom.	Farmakopoulou, Nadia. "What Lies Underneath? An Inter‐organizational Analysis of Collaboration between Education and Social Work." British Journal of Social Work 32.8 (2002): 1051-1066. This resource is useful because it discusses the importance of collaboration and integration of social work with procedures, practices, and assessment of students with special needs. Ross‐Hill, Rorie. "Teacher attitude towards inclusion practices and special needs students." Journal of Research in Special Educational Needs 9.3 (2009): 188-198. This resource is useful because it talks about teacher attitudes in the classroom and how to implement strategies to improve inclusion.
POLICY English Language Learners	Effectively differentiate learning for ELL students and facilitate an inclusive classroom.	Utilize resources (curriculum documents, scholarly articles, any curated resources) and discuss with colleagues and AT to find activities, strategies, and advice for teaching ELL students.	“Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy”. Ontario Ministry of Education. 2009. http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf This resource is useful because it talks about the importance of diversity, inclusion, and equity for all students. It discusses the need for action, a vision for inclusive education, and strategies of how to achieve it. Brooks, Katie, Susan R. Adams, and Trish Morita-Mullaney. "Creating inclusive learning communities for ELL students: Transforming school principals' perspectives." Theory Into Practice 49.2 (2010): 145-151. This resource is useful because it discusses both surface level and deeper issues that involve ELL students and their education. It talks about personal experiences and administration dialogue about ELL students in schools.
POLICY The Kindergarten Program	Utilize play-based/kinaesthetic learning as much as possible to teach learning skills, working habits, and social skills at a young age.	Consistently assess and develop fun, informative, and useful activities for students.	McClelland, Megan M., Alan C. Acock, and Frederick J. Morrison. "The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school." Early Childhood Research Quarterly 21.4 (2006): 471-490. This resource is helpful because it discusses the importance of learning skills learned at the kindergarten level and how it will affect students later in elementary school. Linder, Toni W. Transdisciplinary play-based assessment: A functional approach to working with young children, Rev. Paul H Brookes Publishing, 1993. This resource is useful because it talks about the effects of play-based learning and how to effectively and accurately assess children through these play-based interactions and activities.

EDBE 8Y01 Digital Portfolio: Reflection Prompts

EDBE 8Y01 Digital Portfolio: Reflection Prompts Directions: Respond to each prompt below. Post your completed responses to your 8Y01 Assignment page.  1.     Think about how you will use the Assessment page of your Digital Portfolio during your first teaching block. Provide 2 examples, writing 1 paragraph for each.     I would like to use a different form of the KWL chart as I work through my first teaching block. I want to establish what I already know about the students, what I want to know about the students, and what I have learned through an assessment tool, which I will provide background on any activities and define what tool I used to assess and for what purpose. It would be a good way to keep track of my efforts and progress in assessment/evaluation. I would like to list the different types of assessment I use/create on my assessment page. I will provide examples, insert pictures/charts, and explain if it was successful or not. I can use these as references in the future depending on their success, I can ask for feedback, and I can ultimately track my growth.                                           2.     Choose one professional learning goal from your AER Strategy Form that you will explore in Block 1. Develop “I can” statements to identify how you will know you’ve reached your goal. The goal I want to explore in Block 1 is implementing effective formative assessment tools. I want to utilize exit cards and reflection type assessment sheets to allow students the opportunity to reflect on what they’ve learned and to see what they can improve upon next. This will help me adopt strategies moving forward to help my students be successful. I can use different forms of assessment. I can make exit cards that relate to my activity. I can adopt strategies accordingly. I can be flexible with my approach to teaching after reflecting on assessment tools.