Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Assignment, Tracking Students Progress
Description
Data collecting is essential for keeping track of a student’s progress.
What method does your cooperating teacher/mentor use to keep track of progress tracking at their site?
Furthermore, how does your cooperating teacher/mentor inform parents/guardians about your progress?
Would you prefer to use this method or another? Explain.
Data collecting on student progress is critical in monitoring what pupils comprehend and what they may be struggling to understand, as indicated in this discussion question. Educators collect data on kids for a variety of reasons. To mention a few, understanding what has to be retaught, designing interventions, tracking progress, understanding Present Level Performance, and IEPs are just a few of the reasons. I’ve seen my mentor teacher track kids’ progress in a variety of methods. I’ve seen her take notes on student comments, take screen images of student work, have students share Google Docs, have students finish tasks, and communicate with them by asking open-ended questions. My mentor teacher has also had students assist her in completing activities, such as exit tickets, responding to queries via a Zoom Chat function, and keeping track of running records. My mentor teacher stated that it is critical to keep track of data on pupils at all times so that she may better support them in completing exercises. Students are also given iReady assignments to do, and the instructor will go through the points they have earned. My mentor teacher sends out student progress updates to parents in a variety of methods. Text or phone calls, class activities, and report cards are the primary means of communication. She also creates folders to track development and share with parents, as well as progress reports, utilizing a CBM (Curriculum Based Measure). I’d employ several, if not all, of these techniques, as well as some of my own. Varied school districts have different requirements for educators to record student success, and because I will most likely not be working full-time in this area, I may be required to track achievement in other ways. However, I aim to keep in frequent contact with guardians about their children’s progress, use exit tickets, keep track of notes and recordings, and use Class Dojo. If we’re still virtual when I get my own classroom, I’ll take screen images of students’ work, but I’m hoping to be able to apply a variety of formative and summative exams. To better understand how students absorbed the topic, I plan to ask open-ended questions, have dialogues with students about information, and have students model or teach me content after being taught themselves. I also intend to have students work in small groups to accomplish assignments, and I intend to listen in on their talks, track groupwork, and other activities to keep track of their progress.
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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Assignment, Tracking Students Progress |
Assignment, Tracking Students Progress