关闭

关闭

封号提示

内容

首页 Running head FORMATIVE ASSESSMENT THROUGH …:书眉形…

Running head FORMATIVE ASSESSMENT THROUGH …:书眉形成性考核….doc

Running head FORMATIVE ASSESSME…

上传者: 彭劳谦 2018-01-13 评分 0 0 0 0 0 0 暂无简介 简介 举报

简介:本文档为《Running head FORMATIVE ASSESSMENT THROUGH …:书眉形成性考核…doc》,可适用于高等教育领域,主题内容包含RunningheadFORMATIVEASSESSMENTTHROUGH…:书眉形成性考核…FormativeAssessmentRunningh符等。

RunningheadFORMATIVEASSESSMENTTHROUGH…:书眉形成性考核…FormativeAssessmentRunninghead:FORMATIVEASSESSMENTTHROUGHREFLECTIVEWRITINGFormativeAssessmentThroughReflectiveJournalWritinginElementaryHealthEducationMichaelRHeadingtonUniversityofWisconsin–LaCrosseSunPrairieLearningCommunityFormativeAssessmentAbstractThepurposeofthisresearchwastodeterminethevalueofusingreflectivejournalwritingasaformativeassessmentstrategyinelementaryhealtheducationclassTheparticipantsconsistedoffifthgraderswhoengagedinreflectivejournalwritingattheendofeachhealthclassduringanelevenweekperiodThesewritingexercises,collectedweekly,alongwithtwounitprojectsdeterminedthestudents’levelofunderstandingofhealtheducationconceptsApostresearchstudentsurveyandteacheranecdotalrecordsexaminedthestudents’attitudesregardingthereflectivejournalwritingprocessResultsindicatedthatincreasedutilizationofreflectivejournalwritingbystudentspromotedbetterunderstandingofconceptswithoutcreatingnegativeattitudestowardsthewritingtaskFormativeAssessmenritingworksheet(seeAppendixA),anecdotalrecordsfromeachhealthclassperiod(seeAppendixE),completedassessmentprojectsfrombothunits(seeAppendixesBandC),andastudentFormativeAssessmentsurvey(seeAppendixD)completedattheendofthestudyThetriangulationofthesevarioussourcesofdataensuredthedependabilityandaccuracyofthedata(Mills,)Oncethestudentsbeganworkingonthereflectivejournalwritingtask,Imadeobservationalnotesonthedailyobservationlog(seeAppendixE)toseeifthestudentswereusingthetimegiventowriteontheirreflectivewritingworksheetThesenoteshelpedmetodeterminethevalueofthetimethatIallocatedforthereflectivejournalwritingprocessIalsorecordedthestartingandendingtimefortheclasstocompletethereflectivejournalwritingworksheetTheanecdotalrecordsIkeptduringeachclassperiodrevealedhowmanystudentswereusingthewritingtimeaswellasnotingthestudentswhodidnotactivelyparticipateinthereflectivewritingtaskAdditionally,IkepttrackofwhichstudentswereabsentduringeachclassperiodOverthecourseofthesixclassperiodsthatthestudentscompletedthereflectivejournalwritingworksheet(seeAppendixA),IrecordedthenumberofwritingpromptstowhichthestudentsrespondedUsingthisdata,IformulatedajournalwritingcompletionaverageforeachstudentIusedthisinformationtocomparehowmuchwritingeachstudentcompletedcomparedtothescoresfromtheHumanGrowthandDevelopmentunitquizandRiskReporterassignment(seeAppendixesBandC)ThecorrelationbetweenthecompletionaverageandthescoresfromtheassignmentsshowedmethelevelofunderstandingthateachstudentperceivedIassessedtheseassignmentsusingthecorrespondingrubrics(seeAppendixesFandG)Onthefinaldayofthestudy,studentscompletedthesurvey(seeAppendixD)askingstudentstoexpresstheiropinionabouttheuseofreflectivejournalwritingFormativeAssessmentworksheetsThesurveyfocusedonthestudents’useoftime,helpfulnessofwritingtofosterunderstanding,andtheirattitudesaboutwritingduringthehealthclassperiodItalsoaskedstudentstonoteotherstrategiesusedduringtheseunitsthathelpedthemrememberandunderstandthecontentIadministeredthesurveyonthetenthclassperiodofthisactionresearchResultsIorganizedthedatabasedupontheinitialquestionsthatIposedforthisresearchprojectThedatarevealedthreekeyfindings:(a)studentswhoutilizedthejournalwritingexercisemoresuggestedtheyhaddeeperunderstandingoftheconceptsthanthosestudentswhoutilizeditless,(b)thetimegiventostudentstocompletethereflectivejournalwritingexercisemadeitaneffectiveformativeassessmenttool,and(c)studentsshowedapositiveattitudetowardreflectivejournalwritinginhealthclassUnderstandingConceptsOverthecourseofthesixtimesthattheclasscompletedthereflectivejournalwritingworksheet,thestudentsrespondedtoofthepossiblewritingpromptsDuringthestudy,fourstudentswereabsentforatleastoneofthewritingexercisesandonestudentwasabsentfortwooftheexercisesIbasedtheiraverageofcompletedpromptsfromthedaystheyattendedThesestudents’averagescountedtowardthetotalclassaverageNoneofthestudentscompletedofthereflectivejournalwritingpromptsThehighestcompletionpercentagewasandthelowestcompletionaveragewas(seeFigure)FormativeAssessmentWritingPromptsCompletedStudent#FigureCompletionaveragesofwritingpromptsbystudentNext,IcompiledthestudentscoresfromtheHumanGrowthandDevelopmentquizandtheRiskReporterassignment(seeFigure)ThescoresfromtheHumanGrowthandDevelopmentquizrangedfromahighscoreoftoalowofoutoftwentypointspossibleIthencomparedthecompletionaveragesofthereflectivewritingpromptsfromthetopfourstudentscoresoftheHumanGrowthandDevelopmentquizagainstthebottomfivestudentscoresThetopperformingstudentscompletedofthewritingpromptsversusonlyfromthelowestperformingstudentsTherestoftheclasshadanaverageofofpromptscompletedIusedthetopfourscoresandbottomfivebecauseofthenaturalbreakinscoresFormativeAssessmentHGDquiz(pointspossible)RiskReporterAssignment(pointspossible)StudentScoreStudent#FigureStudentscoresfromassignmentsImadethesamecomparisonwiththeRiskReporterwritingassignment(seeAppendixD)ThescoresfromtheRiskReporterassignmentrangedfromahighscoreofpointsandthelowscorewaspointsoutofapossiblepointsOnceagain,IcomparedthetopfourstudentscoresfromtheRiskReporterassignmentwiththebottomfivestudentscoresThetopstudentshadanaverageofofthecompletedjournalwritingpromptsversusfromthebottomfivestudentsTheremainderoftheclasshadanaverageofofthewritingresponsescompletedAgain,IusedthetopfourscoresandbottomfivebecauseofthenaturalbreakinscoresThetopstudentsfortheHumanGrowthandDevelopmentquizwerenotthesamestudentswhowerethetopscorersontheRiskReporterassignmentFormativeAssessmentTimeUsedforFormativeAssessmentTheaveragenumberofminutesthattheclassusedtocompletetheirjournalwritingworksheetwasminutesandsecondsTheshortestamountoftimeusedwasminutesandthelongestwasminutesEachstudentcouldworkuntiltheyfelttheyhadcompletedtheworksheetAfterthereflectivejournalwritingworksheetwascompleted,thehomeroomteacherallowedthestudentstoleavetheclassroomtogetabathroombreakandsnackStudentAttitudeTowardWritingThefinalpieceofdatathatIcollectedcamefromthepostsurveyThesurveyprovidedfeedbackfromstudentsregardingtheirattitudesaboutthereflectivejournalwritingtime(seeFigure)Thesurveyrevealedthat()ofthestudentsfelttheyhadenoughtimetocompletethejournalwritingworksheetWhilecompletingtheHumanGrowthandDevelopmentquizandRiskReporterassignment,()ofthestudentsfeltthatthejournalwritingwashelpfulSeventypercent()thoughtithelpedthemtopaymoreattentiontothelessonknowingtheywouldhavetorespondtoitlaterintheclassThreequarters()oftheclassindicatedthattheydidnotmindhavingtowriteduringhealthtimeQuestionshowed()feltthatithelpedthemtounderstandtheconceptstaughtThefinalquestiongavethestudentstheopportunitytosuggestotherwaysthattheythoughttheycouldbetterprocesstheconceptstaughtinhealthclassTheresponsesincludedgames,songs,poems,stories,plays,andwritingintheirassignmentnotebookFormativeAssessmentYesNoNotSureHadenoughtimeHelpedonQuizPaidmoreattentionFigureResultsfromstudentpostsurveyMindwritingHelpedtounderstandDiscussionWhenIbegantheimplementationofthisactionresearchproject,IthoughttheuseofreflectivejournalwritingwouldbeaneffectivewayforstudentstoreviewthecontentIcoveredduringtheHumanGrowthandDevelopmentunitIwasconcernedaboutwhetherthetopicmightmakeitdifficultforstudentstofeelcomfortablewritingtheirthoughtsontotheworksheetIwaspleasedwiththepositiveattitudethestudentsexpressedaboutthewritingexerciseeachweekTheydidnotshowexcitement,butIobservedverylittlereluctancetocompletethereflectivejournalwritingworksheetIdidnotice,overthecourseofthestudy,thelevelofefforttocompletethereflectivejournalwritingworksheetdeclineddespitethestudentsurveyresultsTheresultsfromthesurveyindicatedthatoveralltheclasswascontentwiththejournalwritingexerciseeachweekThiscontradictionwasdiscouraginguntilIcomparedthestudents’completionFormativeAssessmentpercentagesversusthescoresfromtheunitassessmentsthattheyhadcompletedThetopstudentscoresontheseassessmentswerealsothestudentswhohadthehighestpercentofcompletedwritingpromptsThisfactsuggestedtomethatthereflectivejournalwritingtaskwasausefulformativeassessmentstrategyinthishealtheducationclassroomAfterlookingatthestudents’reflectivejournalwritingworksheetsduringthefirstfewclassperiods,Inoted,“ithasbeenhardtomotivatethesestudentstoelaboratetheirthoughtsontopaper”(dailyobservationlog,March,)IhadnotsetanyexpectationsforthelengthoftheresponsesgivenAcoupleofstudentsconsistentlytookmoretimethantherestoftheclasstocompletethereflectivejournalwritingworksheetIdidseemoreinsightandpersonalconnectionsintheirresponsesthanmostoftheothersintheclassAfewstudentsregularlydidnotcompletemorethanoneofthefourwritingpromptsAdditionally,whenIlookedateachstudent’sreflectivejournalwritingworksheet,Igotasnapshotofwhatindividualswerethinkingaboutfromthatday’slessonFollowingthecompletionofthisfifthgradeclass’shealthtime,IhadtwootherfourthgradehealthclassestoteachbeforeIcouldreviewthereflectivejournalwritingworksheetsIspentabouttenminutesreviewingtheresponsesfromthestudents’worksheetsandmadecommentsonthedailyobservationlogregardingoveralllevelofstudentunderstandingIalsoobservedquestionsthatstudentshadregardingwhattheydidnotunderstandIrespondedtoappropriatestudentquestionsduringthefollowingclassperiodExamplequestionsthatstudentshadincluded:“Whydogirlshavetogetaperiodbutnotboys”(studentworksheet,March,),“EventhoughyouuseanFormativeAssessmentantiperspirant,doyoustillsweat”(studentworksheet,March,),and“Howdoyougetmorethanbabies”(studentworksheet,March,)StudentquestionsweremoreprevalentonthereflectivejournalwritingworksheetsthanquestionsthatthestudentssharedverballyinclassImadethisobservationtwiceduringthestudy“Studentsareposingmorequestionsontheirworksheetsthantheyareaskingduringclasstime”(dailyobservationlogs,MarchandMarch,)IlookedforwardtoreadingthesequestionseachweekLimitationsUponcompletionoftheactionresearchproject,onekeycomponentthatwouldhavemadethisactionresearchprojectmoresuccessfulwasstudentaccountabilityDuringtheclassperiodpriortothestartofthisactionresearchproject,IexplainedthereflectivejournalwritingworksheetthattheywouldbecompletingThefirstquestionthatastudentaskedwasifthisisgoingtobegradedThestudentsinthehealthclassesthatIteachdonotreceiveagradeonatraditionalquarterlyreportcardlikeotheracademicareastaughttofifthgradersStudentmotivationtocompleteassignments,quizzes,orprojectsinhealthclassdoesnottakepriorityoverothercontentareasIheldstudentsaccountableforcompletingtheRiskReporterassignmentduringthisactionresearchprojectbyhavingtheclassroomteacherrecorditasalateassignmentAnincentiveprogramexistsatthisschoolthatrewardsstudentsinfourthandfifthgradewithnolatehomeworkforanysubjectwithaquarterlypizzapartyIfeltthatthequalityoftheresponseswouldhavebeengreaterifthestudentsknewthatwhattheyweredoingwouldreflectontheirreportcardattheendofthesemesterHowever,James()refutesmyFormativeAssessmentopinionbysaying,“itisreasonabletoexpectthatastrongemphasisongradingmaycausesomestudentstobegintowritewhattheybelievetheteacherwantstoreadratherthanwhattheyreallyfeel”(p)IlookedattheloweststudentscoresonthetwoassessmentsthatIhadassignedtothisclassandreviewedtheircompletionpercentagesforthereflectivejournalwritingpromptsTherewerethreestudents,Ifelt,whodidnotbenefitfromthisactionresearchprojectThejournalwritingtooldidnotseemtofitforthemTwoofthesestudentsreceiveESLsupportforothersubjectareas,butdidnothaveanyonetoworkwiththemduringthetimethatthehealthclasswasinsessionDuringmorethanoneoftheclassperiods,ItriedtohelpthemwriteouttheideasthattheycouldnotexpressinwritingOneofthesestudentscompletedonlyfourofthepossibletwentywritingprompts(thisstudentwasabsentduringoneclassperiod)IfeelthatalackofstudentsupportcontributedtothislimitationAnotherlimitationofthisstudyinvolvedthestudentthathasanEmotionalBehaviorDisorder(EBD)labelThisstudentdidnotusethetimegiventotheclassforthereflectivejournalwritingworksheetFrequently,thisstudentwasthefirsttohandinthereflectivejournalwritingworksheetdespitemyencouragementtoelaboratemoreTheresponsesthatthisstudentdidcompletewerewithminimaleffortanddidnotshowanydeeperunderstandingthanwhatpriorknowledgethestudentalreadyhadTheotherlimitingfactorthatfrustratedmethemostwastimeThethirtyminutelessonsthatIhadplannedforinpastyearsIshortenedtotwentyfiveminutestobeabletoaccommodatethereflectivejournalwritingtimeIpressuredmyselftobeabletocoverFormativeAssessmentthecontentofeachofthehealthlessonsasquicklyaspossibletobeabletoallowthestudentsthetimetowriteattheendofeachhealthclassThismadeitdifficulttobeflexibleduringthelessonsandactivitiesthatthestudentswereengagedinThesetimeconstraintsmayhavelimitedthereflectivejournalwritingtimes,whichinturnmayhavenotgiventhestudentsadequatetimetocompletethewritingpromptsConclusionandImplicationsThisactionresearchprojectgavemeanopportunitytotryanewassessmentstrategybyprovidinginsightintonewknowledgethestudentshadlearnedIfoundthetimethatItookoutofmylessontohavethestudentscompletethereflectivejournalwritingworksheetwastimewellspentTeachershaveusedjournalinginvariouswaysasawindowintothemindofthestudentstoassesswhattheyhavelearnedSometimesthatwindowisopenanditisclearthattheyunderstandtheinformationtheyarereceivingSummativeassessmentsalonewouldnotbeafairreflectionofwhatthestudentsinmyhealtheducationclassesarelearningUsingreflectivejournalwritingnotonlygivesmeaformativeassessmentofstudentlearning,butalsohelpsthestudentsrecallwhattheyhavelearnedfromoneweektothenextTheresearchthatIconductedhelpedtolegitimizetheuseofreflectivejournalwritingasaformativeassessmenttoolforelementaryhealtheducationTheformofreflectivejournalwritingthatIchosetousewithmystudentsdidnotrequirealargeamountofwritingfromthestudentsItdidgivemeamoremeaningfulideaofwhateachstudentwaslearningandthelevelofhisorherunderstandingWiththesmallamountoftimethatIgettoseeeachclass,thisstrategyseemedtomakethebestfitFormativeAssessmentintothehealthclassesthatIteachIsuspectthatthisstrategywouldalsobeabeneficialtoolforteachersinothercontentareasActionPlanAsIcontinuetouseReflectiveJournalWriting,IwillchangethewritingpromptstoreflectthetopicsfromeachlessonratherthanjustusingthesamepromptseachweekIthinkthiswouldenhancetheeffectivenessofthisassessmentstrategyandpromoteapositivestudentattitudeaboutthejournalwritingexperienceAdditionally,thereflectivejournalwritingprovidesmetheopportunitytogiveeverystudentfeedbackthroughwrittencommentswhenIdonothavethetimeduringtheclassperiodPersonally,Ihaveusedjournalwritingtorecordlifeexperiences,processemotionsandsolveproblemsMyjournalinghelpedmelearnfrommyownmistakesandmakeimportantdecisionsregardingmycareerpathIhopethatbyhavingstudentsreflectinthesameway,itwillinstillpositivehealthyhabitsthatwillassisttheminachievingtheirlifegoalsFormativeAssessmentReferencesAjello,T()Sciencejournals:Writing,drawingandlearningElectronicversionTeachingPreK,(),Aschbacher,P,Alonzo,A()ExaminingtheutilityofelementarysciencenotebooksforformativeassessmentpurposesElectronicversionEducationalAssessment,(),ConnorGreene,PA()Makingconnections:EvaluatingtheeffectivenessofjournalwritinginenhancingstudentlearningElectronicversionTeachingofPsychology,(),Gallo,AM,Sheehy,D,Patton,K,Griffin,L()Assessmentbenefitsandbarriers:WhatareyoucommittedtoJournalofPhysicalEducation,RecreationDance,(),James,A()JournalingasanassessmentoptionTeachingElementaryPhysicalEducation,(),JointCommitteeonNationalHealthEducationStandards()Nationalhealthndeducationstandards:Achievingexcellence(ed)TheAmericanCancerSocietyMcTighe,J,O’Connor,K()SevenpracticesforeffectivelearningEducationalLeadership,(),Mills,GE()Actionresearch:Aguidefortheteacherresearcher(Reved)SaddleRiver,NJ:MerrillPrenticeHallFormativeAssessmentNorwood,S,Carter,G()Journalwriting:Aninsightintostudents’understandingElectronicversionTeachingChildrenMathematics,,Paris,SG,Ayers,LA()BecomingreflectivestudentsandteacherswithportfoliosandauthenticassessmentWashingtonDC:AmericanPsychologicalAssociationPark,C()Engagingstudentsinthelearningprocess:ThelearningjournalElectronicversionJournalofGeographyinHigherEducation,(),Spalding,E,Wilson,A()Demystifyingreflection:AstudyofpedagogicalstrategiesthatencouragereflectivejournalwritingElectronicversionTeachersCollegeRecord,(),Walker,SE()JournalwritingasateachingtechniquetopromotereflectionElectronicversionJournalofAthleticTraining,(),Wiggins,G()Educativeassessment:DesigningassessmentstoinformandimprovestudentperformancesSanFrancisco:JosseyBassFormativeAssessmentAppendixANameDateReflectiveJournalWritingWorksheetFollowingthislessonpleaserespondtothesequestionsWhatissomethingyoulearnedtodayWhatdidyouthinkwasmostinterestingthatisimportanttoyoufromtoday’slessonWhyislearningaboutthistopicWhatissomethingthatyoulearnedimportantforbeinghealthytodaythatyoudon’tquiteunderstandWhatquestionsdoyoustillhaveFormativeAssessmentAppendixBNameHumanGrowthandDevelopment–TheLastWordsInyourownwords,describethebasicbodychangesthatallkidsgothroughandwhateveryoneneedstodotomaintainproperhygieneDescribetheprocessofconception(exceptforthatstuffaboutsex)WhathappensinorderforthebabytobeabletobebornWhenthespermcellandeggcellmeethowdothetraitsshowupinthebabyWhataresometraitsthataregeneticWhenkidsgothroughpuberty,thereproductivesystemiscapableofbeingabletomakeababyWhataresomereasonsthatitwouldnotbeagoodideaforpeopletohavechildrenwhentheyareyoungUsethebackofthisworksheetifyouneedtoScoreFormativeAssessmentAppendixCNameUsingoneofthetopicsfromtheoverhead,writeaparagraphnewspaperarticleabouttherisksofdoingthatparticularactivityBesuretoclearlytellwhatthedangerisandaccuratelytellhowinjuriescanbepreventedYoumaycombineoroftheriskyactivitiesinyourstoryBesuretowriteaheadlineforyourstoryBesuretousefactualinformationwhenreportingabouttheriskHeadline:Reportedby:Article:FormativeAssessmentAppendixDthPostSurvey:grade–ReflectiveJournalWritinginHealthEducationNameSchoolTeacherOverthelastseveralhealthclasses,MrHeadingtonhadyoucompleteareflectivejournalwritingworksheetInformationthatyoulearnedduringtheseclassesshouldhavebeenputonthisworksheetAftertakingtheHGDUnitQuiz,pleaseanswerthefollowingquestionsbycirclingtheletterthatbestrepresentsthewayyoufeel:DidyouhaveenoughtimeduringeachhealthclasstocompletethereflectivejournalwritingworksheetaYesbNoWastheinformationyouwroteonthereflectivejournalwritingworksheethelpfulwhenyoutooktheunitquizaYesbNoDidyouthinkthatyoupaidmoreattentiontotheinformationpresentedwhenyouhadtowritesomethingdownaYesbNoDidyoumindhavingtodosomewritingduringhealthclassaYesbNoDidcompletingthereflectivejournalwritingworksheethelpyoutounderstandtheinformationthatMrHeadingtonpresentedbetteraYesbNoOtherthanwriting,whataresomewaysthatyouareabletorememberthingsthatyoulearnExample:drawingpictures,playinggames,songsetc…FormativeAssessmentAppendixEDailyObservationLogDateTimeLessonStarted:Ended:LessonOutline:Unit:Subject:DistrictBenchmarks:Introduction:Conceptscovered:Activities:ReflectiveJournalWritingStartingTime:EndingTime:StudentParticipation:studentsactivelywritingduringreflectivejournalwritingtimestudentsneededhelpwithwritingresponsesstudentsthatdidnotcompletereflectivejournalwritingworksheetstudentspresentforlessonAbsentstudents:Otherobservations:FormativeAssessmentAppendixFHumanGrowthandDevelopmentUnitEssayQuizRubricName:PointsQDescribesDescribesafewDescribeschangesforboyschangesBasicbodychangesandgirlsknowledgeofMinimalneedsofThoroughhygienemaintainingknowledgeofHygienemaintaininghygieneQAccuratelyBasicknowledgeofMinimaldescribesconceptionandbabyknowledgeofconceptionanddevelopmentconceptionandbabydevelopmentofdevelopmentbabyQAccuratelylistsAfewgenetictraitsgenetictraitseveralgeneticaccuratelylistedaccuratelylistedtraitsQInsightfulExpressessomerisksDemonstratesawarenessofminimalrisksofteenageawarenessofriskspregnancyTotalyourpoints:FormativeAssessmentAppendixGRiskReporterRubricName:TitleofArticle:pointsPointspointRiskandRealisticriskbutUnrealisticriskorRiskconsequencesconsequencesareconsequencesthatarenotclearwouldnotlikelyrealistichappenStoryAllofthenewsMostofthestoryOnlyacoupleoflinestorylineislineispresentthestorylineWhopresentitemsarepresentwhatWhereWhenWhyHowAdviceshowsAdviceisgiven“Justdon’tdoit”Adviceknowledgeofbutisn’tAdvicedoesnothowtoreducesomethingthattellanythingtheriskpeopledon’taboutreducingknowalreadytheriskTotalyourpoints

职业精品

精彩专题

上传我的资料

热门资料

资料评价:

/ 37
所需积分:0 立即下载

意见
反馈

返回
顶部

Q