Religions have existed for millenniums, cultivation and sculpting the old world into what it is today. Each religion is unique in its own sense, meaning that each religion is its own mix, it’s own jam. Every one of these jams, or religions, have been spread across nations. Some jams are smooth like butter, finding easy acceptance and even easier assimilation, whereas some jams are chunky and laden with difficulties. Buddhism’s jam was one of interesting circumstance, containing a vary of smooth and chunky consistency.
Assessments are a teacher’s tool that builds a profile on student’s growth and are the “tell-tell” detectors that provide the with teacher information on a student who may need additional services in and beyond the
Worldview Paper Kimberli M. Wilson APOL 104: Contemporary Worldviews Instructor: Nathan Snow February 6, 2016 Worldview The term “worldview” can be defined in many different ways. It is a perspective or process one uses to interpret information received about the world.
As a future educator, understanding how to design, implement, and interpret results from a range of assessments is essential to being an effective teacher. Throughout my time at Pittsburg State University I have gained an understanding of the several ways to engage learners in the assessment process, how to align instruction and assessment with learning targets, and how to engage the learners using technology. I gained this knowledge through the major teaching unit in Techniques for Teaching Secondary Mathematics, and activities completed in both the Manipulatives for Teaching Secondary Mathematics and Educational Psychology. While completing the major teaching unit in Techniques and teaching two of the lessons that I wrote, I have developed
I agree with guiding principles of the Leadership Group, but I believe the cost is overbearing. Along with that, I believe the most beneficial and insightful assessment would be from a veteran educator, who has been in the field for numerous years and has lots of experience. In the article, it mentions the “potential bias in assessments,” which suggests the educators of the courses are biased towards wanting the candidate succeed. My outlook on this is that the educators of the candidate understand and know the candidate the best. Furthermore, the educators would know if the candidate would fail or succeed due to attitude and strive the candidate brought to the classroom along with knowing the candidate for multiple
The society of the 21st century demands that the younger generations excel in their academics. Authority figures display the idea that you have to accomplish greater goals than the person next to you. Society tells children that in order to be happy they must achieve the "American Dream" and that wealth guarantees power. Even teachers are pressured to follow the ideals of society. Because of the way I have been raised, I believe that in order to achieve greatness you must live a life of humility.
Suskie (2009) suggests that assessment reports should keep short and simple. For faculty, the last part of this plan includes a summary of academic assessment for each program and course. This could be more informative, since effective assessment plan provides faculty and staff with guidance on their assessment (Suskie, 2009). Additionally, the assessment goal is not clear enough. Walvood (2010) indicates that the learning goals should be “live” (p. 31).
Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it. Indeed, recent research has documented the benefits of regular use of diagnostic and formative assessments as feedback for learning (Black, Harrison, Lee, Marshall, & Wiliam,
I believe in assessments before during and after instruction. Pre-Assessments are used to know where your students are before instruction. Formal assessments and self-assessments are known as assessment as learning, to recognize student progress during instruction (Witte 2012 p. 38). Summative assessments are known as assessment of learning which lets you know what the students know after instruction (Witte 2012 p. 40). All types of assessment allow the teacher to realze how effective their teaching is and where their students are so they can effectively alter their instruction.
In my classroom, I implement both subjective and objective assessments. In the morning, we do our daily brain busters which review what we learned the day before as review. In the subjective and objective assessment, I use a combination of multiple choice, fill in the blanks, and essay questions. In my view, I prefer subjective assessments over objective assessments. Now, students have to take the Georgia Milestones Assessment and there are many subjective test questions on the assessment.
I stand firm in believing that all students need to have some type of summative assessment within the classroom, however many high-stakes test on the national level do not address the individual differences in students. I believe that all students are different, and should be given equal opportunity to learn and execute the information they have learned. It becomes the role of the teacher to understand the strengths and weakness of each individual student. They are then able to shape lesson objectives and learning goals to meet the student’s needs. Through this process the assessments for the students become more based upon the assigned learning goals and needs of the
I choose the theme “ Knowledge is my Superpower” because I believe the strongest superpower any person can have is their mind. I based my theme from comic book heroes and what they stand for. I believe that if everyone can have the mindset to be a superhero then the world would be a better place and where’s the best place to begin that? Well the classroom of course! Superheroes appeal to almost every age group there is, and the lessons they teach can impact the life of just about anyone.
I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.
In this sense, assessment is a part of the teaching and learning process and is taken to support learning. Similarly, Bachman (2004) defined assessment as “a process of collecting information about something that we are interested in, according to procedures that are systematic and substantially grounded” (pp. 6-7). In the same way, Huhta referred to assessment as “all kinds of procedures
The ultimate goal of human life for Plato is to know and understand the truth or the “eidos” of the “good”. The only way for us to see this truth is through our minds. The truth is not accessible in the physical world but in the intellectual realm. For us to be happy or for use to know the truth is only when we are beyond our physical sense it is a totally different level. So according to Plato, “knowledge” and “virtue” are corollary meaning that as long as one exists the other will follow.
