Ruth guthrie ecomp 6102 portfolio
This presentation is the property of its rightful owner.
Sponsored Links
1 / 9

Ruth Guthrie ECOMP 6102 Portfolio PowerPoint PPT Presentation


  • 107 Views
  • Uploaded on
  • Presentation posted in: General

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.

Download Presentation

Ruth Guthrie ECOMP 6102 Portfolio

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Ruth guthrie ecomp 6102 portfolio

  • 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 GuthrieECOMP 6102 Portfolio

Introduction

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


Ruth guthrie ecomp 6102 portfolio1

  • 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 GuthrieECOMP 6102 Portfolio

Philosophy

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.

Teaching Philosophy


Ruth guthrie ecomp 6102 portfolio2

  • 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 GuthrieECOMP 6102 Portfolio

  • Course Goals and Outcomes

  • Overarching Goal:

  • #: Apply technology to facilitate the use of effective assessment and evaluation strategies in teaching.

  • Course Outcomes:

  • Apply technology in assessing student learning of subject matter using a variety of effective classroom assessment techniques.

  • Understand and use the Five Standards of Assessment Quality;

    • Assessments serve articulated purpose

    • Assessments arise from and reflect clear learning targets.

    • Accurate assessment uses appropriate methods given the context.

    • Assessments need to sample student achievement appropriately.

    • Effective assessments avoid unwanted sources of bias, interference or error.

  • C. With the assistance of technology, translate evaluations of student work into records that accurately convey the level of student achievement to students, parents, or guardians, and school personnel.

  • Use technology resources to collect and analyze data, interpret results and communicate findings to improve instructional practice and maximize student learning.

  • With the assistance of technology, translate evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

  • F. Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.


Ruth guthrie ecomp 6102 portfolio3

  • 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 GuthrieECOMP 6102 Portfolio

Artifacts

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


Ruth guthrie ecomp 6102 portfolio4

  • 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 GuthrieECOMP 6102 Portfolio

Artifact

Module 2-2: “What is Worth Assessing?”

Course Goals and Outcomes: #, B.ii

Artifact

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


Ruth guthrie ecomp 6102 portfolio5

  • 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 GuthrieECOMP 6102 Portfolio

Artifact

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

Artifact

Module 3-2: Table of Barriers to High Quality Assessment

Course Goals and Outcomes: #, B.v


Ruth guthrie ecomp 6102 portfolio6

  • 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 GuthrieECOMP 6102 Portfolio

Artifact

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


Ruth guthrie ecomp 6102 portfolio7

  • 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 GuthrieECOMP 6102 Portfolio

Artifacts

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


Ruth guthrie ecomp 6102 portfolio8

  • 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 GuthrieECOMP 6102 Portfolio

Contact

Ruth Guthrie

c/o Monterrey Elementary

910 W. Gayle

Roswell, NM 88203

(505) 637-3475 FAX (505) 625-8302

E-mail:

[email protected]


  • Login