The Case for Authentic Assessment. Wiggins, a researcher and consultant on school reform issues, is a widely-known advocate of authentic assessment in education. This digest is based on materials that he prepared for the California Assessment Program.
Following this format can assist you to organize your thoughts and experiences in a way that results in more than descriptions and critical reflection on your teaching. List what standard s the teaching experiences address.
Include a description of the teaching event or activity with as many relevant details, such as, grade level, type of lesson and activities, number of students, focus of the lesson.
Analyze the significant issues that emerged in the teaching experience and factors impacting the event to provide. Link art education, learning or curriculum theory. In analyzing a teaching experience, it may be helpful to beginning middle or end of lesson.
Each section may have its own particular issue. What was the meaning of this experience? Discuss the outcome and meaning of the experience and artifact that you are selecting to represent this experience. Discuss areas for improvement in teaching and lessons learned intended or unintended based on the outcomes of the teaching experience.
What do I need to reach these goals? What new instights our teaching were gained? Based on your analysis and synthesis of the teaching experience, formulate goals that are realistic, achievable and measureable.
What makes a good reflective statement? The first level of reflection is observing and being attentive to that which is perceived.
Further reflection requires that you look more closely, deeply, carefully and analytically. A good reflectiive statement will: All of the above plus: Use the reflection rubric to assess your reflections so that you can improve your reflective thinking and writing. Reflection as assessment Reflection is the analysis of an event, thoughts, experiences, or insights into the impact of an experience or projected goals for the future.
Research has clearly demonstrated that the effects of the reflection improve teaching Danielson,p. Reflection is not necessarily assessment. One can reflect on an experience without passing judgement. Reflection as assessment requires that you reach judgment and set appropriate future goals.
How can you get better at writing reflections? Your reflections about your coursework, field experiences and teaching will change over time. What you reflected on in your freshman year may not be relevant for you as a senior due to your intellectual, emotional and pedagogical growth and-- practice in writing reflections.
Use the reflection worksheet and rubric as a guide to help you begin Use the assessment rubric to self-evaluate your reflections Use advisement for getting feedback from your faculty on your reflective skills How can you demonstrate and assess growth over time?
As you continue to develop your critical self-assessment skills, and change your perspectives on art educational issues, philosophies and practices, you will want to review your past reflections.
The following are some suggested ways that you can assess your growth over time using your reflections: Compare and contrast a recent and earlier philosophy of art education statement, classroom management statement, or a recent artifact, new painting with earlier painting.
How can you assess your abilities to reflect? As a reflective practitioner, it is important that you participate in the process of self-assessment of your reflective skills. The reflection rubric includes criteria and expectations for a beginning freshmanintermediate sophomore and junior and advanced senior level preservice teacher.
Teachers, advisors, and students can use this rubric.
Materials on this website may not be modified, altered or edited in any way.At its heart, reflective assessment is a metacognitive strategy and formative assessment strategy that encourages students to think about their thinking.
Reflective thinking helps students figure out what they know and do not know and connects their learning to other experiences and information in their world. The goal of this blog post is to begin a conversation during the first night of study hall tonight among students in all four of my classes about individuals’ reaction to this year’s community theme.
Reflective Assessments. Process Books for Assessing How Students Think About Design, CFA; Rubric for Developing Student Self-Assessment Skills Process Books for Assessing How Students Think About Design H. John Heinz III .
1. More on Assessment: an in-depth look at formative and reflective assessment by Carrie Abood 2. UNIT ASSESSMENT: REFLECTIVE ESSAY Purpose The purpose of this assessment is to evaluate teacher candidate use of effective communication, pedagogical . Reflection and Assessment Both formative and summative performance appraisals of villager learning, counselor effectiveness and program outcomes are measured by the Language Villages.
In addition, qualitative and quantitative assessment instruments are used to measure villager language skills and cultural dispositions.