Part 3 rationale benchmark assessment after

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Part 3: Rationale
BENCHMARK ASSESSMENTAfter completing my lesson plan and assessments I feel that there are a few reasons Ichose these strategies. The main one being that I am able to adapt each assessment or strategy tofit a specific student’s needs. Those that require a little more help or support will be able to asktheir partner or myself during think-pair-share. According to Stenger (2014), when students areinvolved in the process of learning they become more aware as to what helps them succeed in theclassroom. The strategy of sharing the steps taken to reach the answer and listening to anotherstudent will help both in determining what is the best way for them to understand. Anotherformative assessment that will help to meet my student’s needs is the exit ticket. They are a quickway to learn what the students understood and what they need a little more help on. Byunderstanding my student’s needs I will be able to give them more guidance or more challengingwork.The summative assessment will help me see how well the students learned what I wantedthem to learn (Carnegie Melon University, 2016). With the various learning abilities in the classprofile I need to make sure the assessment is clear and understandable for all. If the student is anEnglish language learner then I can have the aide help them read the word problems. If they arebelow grade level they may need a revised assessment that will challenge them, but not be toocomplicated that they miss the mark completely. Schwartz (n.d.) said, “each assessment formathas its own strengths and weaknesses, and is best used to assess different kinds of learning andskills.” After reviewing my assessments I feel that there are multiple ways for the students toshow their strengths and weaknesses. Knowing each student as an individual will help meunderstand their assessment scores based on their learning habits. Overall, the strategies andassessments that were chosen for this lesson plan will help better the students and myself.References
BENCHMARK ASSESSMENTCarnegie Mellon University. (2016). Eberly Center. Retrieved fromSchwartz, M. (n.d.). Matching Assessments to Learning Outcomes. Retrieved fromStenger, M. (2014). 5 Research-Based Tips for Providing Students with Meaningful Feedback.Retrieved from -feedback-marianne-stenger
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Term
Summer
Professor
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Tags
Educational Psychology, partner, Formative assessment, Summative assessment

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