Assessments

Bloom's Taxonomy is a hierarchical classification of cognitive abilities ranging from simple to complicated. It means that as you move up the pyramid, more difficult cognitive activities are assigned to you. The higher the learner climbs the pyramid, the more learned he or she becomes. Remember is at the bottom of the pyramid, followed by comprehending, applying, analyzing, evaluating, and finally creating. The verbs in the pyramid explain what we want pupils to be cognitively capable of. As you progress through the taxonomy, these verbs will serve as the foundation for learning objectives, questions, and activities. Dok, often known as Depth of Knowledge, is a term used to describe the intricacy of an activity. It contains four levels: recollection and reproduction, skills and concepts, strategic thinking, and extended thinking. Level 1 recall and reproduction include using acquired knowledge to remember information or define a technique. Level 2 is skills and concepts, which is...

Documentation, I discovered, is a dynamic record of a child's growth. Photographs of work in progress, teacher comments, transcripts of children's discussions, each child's artistic expressions, explanations about an activity, a web of children's ideas, graphs or drawings showing data summation for science and math, the process of inquiry and findings, and so on are examples. In addition, I learned about two formats: documentation panels and portfolios. The goal of documentation is now to demonstrate how and what your classroom students are learning. Photographs, samples of children's work at various stages of completion, student voices written by the instructor or students, and so on are included. Children can discuss their ideas and go over what they've learned. Documentation panels highlight children's learning. Portfolios are now planned and systematic compilations of evidence of a child's work and learning that has been accumulated over time and ill...

What I learned in week 2 was about different styles of assessments. The first one was checklists, and the goal of this assessment approach is to help you understand development, develop curriculum, and assess learning and development. They have the benefit of being simple and adaptable to use, and they may be employed independently. However, there are several drawbacks to this examination, including the fact that it can be time-consuming and is not indicative of a child's success. Rating scales are another type of assessment. They are similar to checklists in that they measure the degree to which particular behaviors or qualities are thought to be present in the individual. There are many different types of rating scales, but the two most common are the numerical rating scale and the visual rating scale. Rating scales have several advantages, including the ability to capture behaviors that other measurements cannot, being quick to complete, simple to understand, and simple to devel...

I learned a lot in my first week in ELEC 316! I didn't know much about assessments before I started this class. I knew the PSSA, SAT, and ACT were assessments since we had to take them as students. But I didn't realize what kind of assessment it was until I learned that it was a norm-referenced test and that a diver's test was a criterion-referenced exam. Understanding the distinction between the two is critical since they both evaluate different things. Another thing I discovered was the significance of observation. Understanding what we observe in the classroom, such as levels of engagement, student connections, signs of higher-order thinking, learning environment, and classroom management. Also, learning why we do assessments is to help instructors recognize trends, recall what children know and can do, arrange educational activities, and give data to support children's evaluations. Now, something that I would bring into my classroom, later on, would be checklists be...