Using the assigned readings, think about the steps needed to prepare for and develop an assessment plan before its actual implementation. Without thoughtfully considering and applying appropriate action steps, those who oversee assessment might risk creating an effort that is unsustainable. To ensure that your assessment plan leaves little to chance, propose a set of steps for the development and implementation of your Assessment and Evaluation of Learning Plan, using and citing the assigned readings in Unit 6 (Chapters 10, 11, and 12). List those steps and briefly explain how they apply to your plan. Together with action steps that you design yourself to supplement the steps from the readings, you will propose a total of approximately 7–10 action steps.

Tip: An efficient way to create an action plan is to do an overview of the chapters, noting the headings and subheadings. Select the headings that apply to your assessment effort and use them to write your action steps. Next, think about additional steps that you know will be needed for your specific assessment effort; add action steps that you design yourself, if needed. You might want to use bullet points or a list format instead of fully developed paragraphs.

Readings

Use

Assessing Student Learning: A Common Sense Guide

to read the following chapters. They provide an abundance of suggestions and proven strategies that you can consider for your own Assessment and Evaluation of Learning Plan as you propose a step-by-step action plan to develop the plan before its implementation.

• Chapter 10, “Helping Everyone Learn What to Do,” pages 127–138.
• Chapter 11, “Supporting Assessment Efforts,” pages 139–148.
• Chapter 12, “Keeping Assessment Cost-Effective,” pages 149–164.

Multimedia

View

The Assessment and Evaluation Cycle

diagram.

Xavier Williams

Unit 4 Discussion 1

Learning Outcomes

Part 1

The reading and writing course is a 6 month course that is designed especially for individuals that love book reading, writing and public readings. Book genres and preferences are very personal and they vary from person to person and age group to age group. Books are said to be a man’s best friend and are a source of immense knowledge, confidence and imagination. (ECOLE GLOBALE, 2018) The purpose of this course is to help individuals read complex books that might be a little hard to interpret. This will also help students who want to read books but cannot get into the habit of doing so or get bored very easily. This course is also designed for students who aim to be writers and are passionate about book writing. Students mostly have trouble writing because they do not know how to start writing. Our skilled teachers are motivated to provide each student with the individual attention he/she deserves.

Learning goals after completing this course:

1) Students will learn about the basic concepts of retaining information so that it can help them in the process of becoming a writer. They will identify their own genres in both reading and writing as this course will help them in developing an understanding of themselves, what they like to read, and what genre they want to write about.

2) They will apply the learned techniques and learning in efficient and effective ways that helps them perform better than everybody else should they choose to take their learning into the practical world hence they will qualify to be excellent writers and public readers.

3) Students will read in multiple different accents as they will learn the root of all of them and their reading skills will be improved. Students will also overcome stage fright, if they have any because confidence boosting activities will be conducted throughout the course which will help them be better public readers.

4) With our weekly assessments and class work, students will create a liking for reading more and more books every day and will improve their vocabulary because the more books they read, the better vocabulary they will have.

Students who know more than one language, will read and write in all the languages they know, once they are done with this course. Extra attention will be paid to students who are bilingual or multilingual because we understand that just because a student can speak more languages, does not mean that he/she can write professionally, in all of them too.

Part 2

In this science course I have been teaching the learners about types of soils and now we must learn about the use of each of them. We will require the soil samples in class to demonstrate the differences first before engaging on the role of each. First, the class will mention the types of the soils and the characteristics of each. In case there are features which the learners will have left out, the learners will be provided with the three samples of soil for close observation. After observation, the learners will give the rest of the features. The teacher will then conduct a soil capillary test to show the learners the ability of retaining and releasing water as a prompt into the roles of the types of soil. The class will then engage in groups to determine what role each type of soil can possibly have in relation to the characteristics of soil. At the end of the Lesson the teacher will lead in demonstration of various functions the soil can serve. The student learning goals are:

1. Before the lesson commences, students will orally mention the characteristics of the three types of soils.

2. After closely observing the samples, students will give more characteristics of the soils.

3. The learners will demonstrate the ability to relate water retention abilities of the soils with the possible roles they serve.

4. The learners will sit in groups and write a list of roles they believe each type of soil can offer and why they think that is so.

5. The learners will be able to use the soil in showing various roles the types of soil can serve in real world.

Since this was a Science lesson, it was necessary that we conduct a practical experience. According to Piaget learners play an active role and acquire knowledge more when they engage in practical learning that theoretical practices (Millar, 2004). Through a practical situation, learners experience, and construct meaning of what they are learning. Besides, the practical lesson enable such learners to practice skills they learn not only in class but in other real-world situations. Furthermore, classroom discussions have a great role in teaching and learning as they enhance democratic learning, accommodate individual differences, and complement reflective learning (Carrasco & Irribarra, 2018). Thus, I had a class with both low and high-ability learners and I had to mix them and lead discussion groups so as to enhance achievement of the teaching and learning goals by the end of the lesson. It worked quite well.

References

Carrasco, D. & Irribarra, D.T. (2018). The role of classroom discussion.

Millar, R. (2004) The role of practical work in the teaching and learning of science. National Academy of Sciences, Washington: DC.1-25.Retrieved fromhttps://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_073330

ECOLE GLOBALE. (2018, DECEMBER 5). Retrieved FEBRUARY 9, 2020, from ECOLE GLOBALE: https://www.ecoleglobale.com/blog/importance-of-books-in-student-life

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Assessing Student Learning
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