Introduction Teaching Philosophy Course Goals and Outcomes Artifacts And Reflections Module 1-4 Module 2-2 Module 2-3 Module 3-1 Module 3-2 Module 4-2 Module 4-3 Module 5-1 contact. Ruth Guthrie ECOMP 6102 Portfolio. Introduction.
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ECOMP 6102, through Lesley University, allows participants to investigate the use of technology for assessment purposes. They are also allowed the chance to create and use the assessment in students’ learning.
During my ten years of teaching, I have often questioned whether or not my students are being assessed fairly. I often wonder about the credibility of grades based on the amount of assessment required of the students.
This portfolio and is a culmination of a range of classroom assessment techniques appropriate for student learning.
Whether you believe you can, or whether you believe you can’t, you’re absolutely right. -Henry Ford
One of the final assignments I had to do when I graduated from college all those many years ago, was to write my philosophy of teaching. I had not readdressed my philosophy since I wrote it ten years ago.
I was pleased to find my philosophy has not changed much throughout the years, and with some minor adjustments, it still fits my beliefs and frame of mind.
Module 1-4: Users and Uses for Assessment
As a teacher, I understand the need for both large- and small-scale assessment. What this module did for me, however, was make me step back and take a closer look at all the key players as users of assessment and the purposes for which each use the assessment. I think we tend to underestimate our parents and their abilities to interpret the data given to them. We also tend to forget about the principal and the school board and their need for the data. The direction we, as teachers, take usually arises from mandates set forth by the principal and school board based on criteria required by policy makers (federal government).
Reflection: Module 1-4
Course Goals and Outcomes: #, B.i
Module 2-2: “What is Worth Assessing?”
Course Goals and Outcomes: #, B.ii
Module 2-3: Breaking Apart a Content Standard
Reflection: Module 2-3
I found this module to be useful, in the sense of what it is like to walk in the shoes of our students. Sometimes, I think we assume our students have the basic knowledge of most everything we present, especially at the intermediate and higher grades. Yet, that one concept rolls around that frustrates all involved due to the fact the students don’t have the basic knowledge required to move forth. The first time I approached “Breaking Apart of a Content Standard”, I did so with the idea students would already have a knowledge base. This module allowed me to gain a better understanding of how to find where my students might be lacking necessary skills.
Course Goals and Outcomes: #, B.ii, C
Module 3-1: Case Study in Mathematics Assessment
Reflection: Module 3-1
Often times, we tend to “get to know” our students in great depth and know what they are thinking and how they reason, even if they have difficulty expressing themselves. Module 3.1 brought this knowledge home. Just by looking at the students’ work, I was rather unsure of what they were thinking without having any verbal interaction with the students. This assignment showed me the importance of needing students to have a good knowledge base along with adequate communication skills.
Course Goals and Outcomes: #, B.iii
Module 3-2: Table of Barriers to High Quality Assessment
Course Goals and Outcomes: #, B.v
Module 4-2: Table of Specifications for Selected Response Assessment
Module 4-3: Selected Response Questions
Reflection: Module 4-2, 4-3
This assignment was challenging! Creating the quiz wasn’t as easy as I first thought it would be. Most of my questions fell into the knowledge and understanding category. I think my standards matched the content I used on my quiz but, it was difficult for me to phrase my questions to cover the various areas of reasoning. The hardest questions to phrase were the essay questions- of course. I really need practice in constructing questions that use the five standards of assessment quality and have the students applying their reasoning skills.
Course Goals and Outcomes: #, B.i-v, C
Module 5-1: Midterm Reasoning Paper
Reflection: Module 5-1
Given the chance to compare Stiggins’ patterns of reasoning to Bloom’s taxonomy was interesting. I think our schools have a tendency to use Bloom’s more so than any other pattern of reasoning. Bloom’s moves in a spiral, however, and each level builds and depends on the one preceding it. Reading Stiggins’ book and composing my Reasoning and Learning midterm paper showed me how to expose the students to the various patterns of reasoning without having to master one before experiencing another.
Course Goals and Outcomes: #, A
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