Using The Video: Write A Commentary Which Reflects Clear Con

Using The Videowrite A Commentarywhich Reflectsclear Consistent And

Using the video, write a commentary which reflects clear, consistent, and convincing evidence of increased student achievement. What three video points do you want to ensure you are addressing? What is the assessment in this video’s assignment? Focus on: applies the in-depth knowledge gathered about the group of students in planning effective and fair instruction and assessment. understands that assessment is a recursive process that involves setting initial learning goals , administering assessments that are appropriate to measure students’ progress toward those goals,and evaluating student progress. selects or creates assessments that measure what he/she intends to measure and understands how to use assessments productively for formative and summative purposes to gain information about student progress and to inform and modify instruction.

Paper For Above instruction

In the pursuit of fostering meaningful student achievement, it is crucial that educators employ a reflective and strategic approach to instruction and assessment. The video under review emphasizes three key points that serve as foundational pillars for effective teaching and assessment practices. These include understanding the importance of personalized instructional planning based on thorough knowledge of student groups, recognizing assessment as an iterative process involving goal setting, measurement, and evaluation, and the capability to select or design assessments that accurately measure intended learning outcomes.

First, the video highlights the significance of applying in-depth knowledge about the student group to inform instructional planning. Teachers must gather comprehensive insights into students’ backgrounds, learning styles, and academic needs to develop tailored strategies that promote engagement and understanding. This personalization ensures that instruction is both equitable and effective, addressing the diverse needs of learners. For instance, a teacher might use diagnostic assessments initially to gauge students’ prior knowledge, which then informs the design of targeted instructional activities that are accessible and challenging for all students.

Second, the video underscores that assessment is a recursive process. This involves setting clear, measurable learning goals at the outset, implementing assessments that are appropriate to measure progress toward those goals, and continuously evaluating student performance to inform instruction. The process is not linear but cyclical; feedback from assessments should lead to instructional adjustments that better meet student needs. For example, formative assessments such as quizzes or observations provide immediate data that teachers can use to reteach concepts or differentiate instruction, thereby reinforcing student learning and closing achievement gaps.

Third, the video stresses the importance of selecting or creating assessments that align with learning objectives. Effective assessments are those that measure what they are intended to measure, whether through formative or summative methods. Teachers should ensure assessments are valid and reliable, providing accurate indicators of student understanding. Additionally, assessments should serve dual purposes: guiding ongoing instruction (formative) and evaluating overall achievement (summative). For example, performance tasks, projects, or standardized tests can serve as summative assessments, while exit tickets or peer assessments function effectively as formative tools.

Integrating these three points into classroom practice fosters an environment where student achievement is systematically increased through deliberate planning, ongoing evaluation, and responsive instruction. By understanding their students deeply, viewing assessment as an ongoing cycle, and carefully selecting measurement tools, teachers can create a learning environment where all students have the opportunity to succeed. Ultimately, this reflective approach supports improved educational outcomes, equitable participation, and the continuous refinement of teaching practices to meet evolving student needs.

References

• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
• Harlen, W. (2007). Principles and Practice in Assessment for Learning. Assessment in Education: Principles, Policy & Practice, 14(1), 7-20.
• Heritage, M. (2010). Formative Assessment and Next-Generation Higher-Order Teaching. Phi Delta Kappan, 92(2), 8-13.