Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Paper details:
PART 1: Assessment Conversation With Chloe Turner is attached Choose one student with whom you have been working with in your field experiences and assess the goals for that student. After identifying and sharing the goals with the student, discuss the different ways he or she can assess their own learning. Consider the following questions when working with the student: What does assessment mean? Why is assessing your own learning important? What is most difficult about assessing your own learning and what is the easiest? Summarize their answers in 50 words. PART 2: Assessment Using the Assessment Plan you created in Topic 4 with your students personal goals and learning objective, one aligned assessment, and rubric, implement the assessment with one student. Share the rubric with the student, demonstrating how to monitor his or her progress and understand ones educational goal.
Remember, if you are working in the early grades, a rubric can be as simple as a happy/sad face scaffolding to show understanding. Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class. Self Assessment chart attached PART 3: Reflection In 250 words, summarize and reflect on the process of developing guidelines to track data and guide students to meet goals. Consider the following questions in your reflection: Was the student able to understand how to assess his or her progress with the rubric? How does this process help to foster student independence? Why is it important to share rubrics with students prior to completing the actual assignment? What gaps did you notice in the process of these field experiences?
How would you adapt this process to meet the needs of students in your future professional practice? Support your findings with a minimum of three scholarly resources. Submit the notes from the assessment discussion with the student and your reflection as one deliverable.
Clinical Field Experience C, Self-Assessment
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Clinical Field Experience C, Self-Assessment |
Clinical Field Experience C, Self-Assessment