Allocate At Least 2 Hours In The Field To Support Thi 059362

Allocate At Least 2 Hours In The Field To Support This Field Experienc

Allocate at least 2 hours in the field to support this field experience. For this field experience, you will assess students, provide them feedback, and reflect on the summative assessment implementation. Part 1: Assessment In the previous field experience, you designed and implemented a lesson that provided additional learning support to a selected group of students. In the final part of the assessment process, you will conduct a summative assessment for the same group of students. Your summative assessment should be designed to determine mastery of identified standards.

Prior to completing the assessment, review the pre-assessment to ensure appropriate concepts are measured in the final assessment. Once your summative assessment is complete, ask your mentor teacher to review it for approval. Administer the assessment to the group of students. You may provide multiple assessment methods (oral, written, technology driven, etc.), and differentiate assessment based on the needs of the students.

Part 2: Provide Feedback Individually review each student’s assessment results with him or her. During each conference, ask the following questions to engage the student: How do you feel about the lesson? What was most difficult? What was easy? During this time, begin with a positive strength of each student. Provide effective, descriptive feedback by identifying instructional goals for the student to continue working on. End on a positive note that shows compassion, justice, and concern. Use any remaining field experience hours to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.

Part 3: Reflection Submit a word reflection of your experience creating a summative assessment, administering it, and providing feedback. Did the data you collected in the pre-assessment help you prepare an applicable summative assessment? What challenges did you run into during the summative assessment and how did you deal with them? Explain how you will use this process in your future professional practice. Submit a description or copy of your assessment, along with a word reflection on giving instructional feedback to the students, as one deliverable. APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form. Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Paper For Above instruction

This field experience encompasses critical facets of teaching practice, focusing on assessment, feedback, and reflective planning. The goal is to monitor student mastery of learning standards through a well-designed summative assessment, provide meaningful feedback, and reflect on the instructional process for continuous improvement.

Firstly, designing a comprehensive summative assessment is essential. Drawing from the initial formative assessment insights, I created an assessment aligned with previously identified standards that accurately gauged student understanding. Such alignment ensures that the assessment effectively measures mastery rather than superficial recall, providing authentic indicators of student learning (Black & Wiliam, 1998). The pre-assessment data played a vital role in shaping this evaluation, highlighting areas of strength and improvement, which informed the selection of appropriate assessment methods and items.

Administering the assessment involved careful planning, including various modalities to meet diverse student needs. For example, I incorporated written tasks, oral responses, and digital quizzes to accommodate different learning styles and abilities. During administration, I maintained a supportive environment, emphasizing fairness and clarity, which helped reduce anxiety and promote honest effort (Brookhart, 2017). I also sought feedback from my mentor teacher to refine the process, ensuring best practices were followed.

Next, providing personalized feedback proved invaluable. I conducted individual conferences, asking students reflective questions such as how they felt about the lesson, what they found challenging, and what they found manageable. Starting with positive reinforcement, I highlighted specific strengths before addressing areas for growth. For example, I commended a student’s thorough explanation of concepts, then suggested strategies for improving their problem-solving skills. This approach aligns with research indicating that constructive feedback enhances student motivation and learning outcomes (Hattie & Timperley, 2007).

Moreover, I chose to end each feedback session with a compassionate comment, fostering a supportive classroom climate. Such practices promote student engagement and resilience, especially when they perceive assessment as a growth tool rather than merely an evaluation (Shute, 2008). Utilizing remaining field hours, I observed my mentor teacher, gaining insights into classroom management and instructional strategies, and assisted with small group instruction, further enriching my professional development.

The reflective component allowed me to critically analyze the assessment process. I realized that pre-assessment data greatly enhanced the relevance of the summative assessment, ensuring alignment with student needs. Challenges included addressing diverse learner responses and managing time effectively during feedback sessions. I mitigated these issues by employing flexible assessment methods and prioritizing concise, targeted feedback. These experiences underscored the importance of adaptable assessment strategies and empathetic communication in fostering a constructive learning environment.

In future practice, I will continue to leverage pre-assessment data to inform instruction, emphasizing formative feedback that guides student improvement. I aim to use varied assessment techniques to accommodate different learners and to refine my feedback skills, ensuring they are specific, actionable, and motivating. Reflecting on this experience, I recognize the significance of creating a supportive assessment atmosphere that encourages self-reflection and a growth mindset among students (Dweck, 2006).

References

• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
• Brookhart, S. M. (2017). How to give effective feedback to your students. ASCD.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
• Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
• Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press.
• Marzano, R. J. (2012). The effectiveness of formative assessment in the classroom. Educational Leadership, 70(3), 76-78.
• Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Educational Evaluation and Policy Analysis, 11(2), 119-144.
• Moss, C. M., & Brookhart, S. M. (2009). Learning targets and success criteria. ASCD.