Allocate At Least 2 Hours In The Field To Support Thi 498648

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 the 4th grade students from your previous week's mini lesson, provide them with feedback, and reflect on the summative assessment administration. 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. With permission, 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 conference and 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. Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment. Part 3: Reflection Submit a word reflection of your experience creating and administering a summative assessment, and providing effective student feedback.

Why is it important to provide feedback to students? How will this help them? Did the data you collected in the pre-assessment help you prepare an applicable summative assessment? Submit a description or copy of your assessment, along with your reflection 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. Please refer to the attached mini lesson plan in the attachment to complete this assignment. Please address all areas of the assignment. Please be sure to submit assessment with the assignment.

Paper For Above instruction

The essential aspect of this field experience is to engage in a comprehensive assessment process that enhances both instruction and student learning. Allocating at least two hours in the field provides an opportunity for educators to evaluate student mastery effectively, offer targeted feedback, and reflect on instructional practices. This experience emphasizes the importance of formative and summative assessments, personalized feedback, and collaborative reflection within a classroom setting.

The initial phase involves conducting a summative assessment that aligns with previously identified standards and lessons. Prior review of the pre-assessment ensures that the final evaluation measures the targeted concepts accurately. With the mentorship and approval of the supervising teacher, the assessment is administered through suitable methods tailored to students' diverse needs. This differentiation is crucial in accommodating varying learning levels and ensuring assessments are valid and reliable indicators of mastery.

Following assessment administration, individual conferences with students are vital. These one-on-one interactions facilitate formative feedback, which reinforces positive behaviors and helps students recognize their strengths. Engaging questions like "How do you feel about the lesson?" and "What was most difficult?" foster self-awareness and metacognition. Descriptive feedback that pinpoints instructional goals supports students in understanding their progress and areas needing improvement. Ending these conversations on positive, encouraging notes fosters a respectful classroom environment grounded in compassion and justice.

In addition to student conferencing, opportunities to observe and assist other educators enrich the field experience. Such collaboration offers pedagogical insights, new instructional strategies, and a broader perspective on classroom management. It is essential that any additional hours spent observing or assisting are approved by the mentor teacher, ensuring ethical and professional integrity.

The final component of this experience involves self-reflection. Documenting insights gained from creating assessments, providing feedback, and observing classroom dynamics encourages reflective practice. Addressing questions about the significance of feedback and its impact on student motivation and achievement helps educators develop a nuanced understanding of effective teaching strategies. Reflective writing should integrate evidence from the assessment process and support continuous professional growth.

In summary, this field experience underscores the importance of deliberate assessment design, meaningful feedback, and reflective practice in effective teaching. It demonstrates that targeted assessments, coupled with compassionate feedback and ongoing reflection, significantly enhance student learning outcomes. The integration of these elements fosters a supportive learning environment and promotes the development of competent, self-aware learners.

References

Armstrong, S. J. (2018). Classroom assessment: Principles and practice for effective standards-based instruction. Pearson.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Frey, N., & Schmitt, M. (2019). How to give effective feedback to students. Educational Leadership, 77(1), 52-57.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Liu, O. L., & Taylor, W. (2014). Using formative assessment to promote student learning. Journal of Educational Measurement, 51(2), 134-147.

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.

Mountford, A., & Loughran, J. (2019). Reflection in teaching: Bridging the theory-practice gap. Canadian Journal of Education, 42(2), 491-510.

Nitko, A. J., & Brookhart, S. M. (2014). Educational assessment of students. Pearson.

Popham, W. J. (2014). Classroom assessment: What teachers need to know. Pearson.

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.