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Clinical Field Experience D: Assessment and Feedback
Objectives:
1. Design and implement age-appropriate lessons using fundamental concepts of physical, life, and earth/space sciences, the principles of scientific inquiry, to build student understanding for personal and social applications, and to convey the nature of science. [ACEI 2.2; InTASC 4(a), 4(c), 4(f), 4(g), 4(j), 5(a), 5(b), 5(c), 5(h), 5(i), 5(j), 5(n), 5(s), 7(h); ISTE-T 2a, 2c]
2. Create opportunities for student development and practice of skills that contribute to good health using the major concepts in the subject matter of health education. [ACEI 2.6; InTASC 5(j)]
3. Use instructional strategies that promote, as appropriate to their own understanding and skills, human movement and physical activity as central elements to foster active, healthy life styles, and enhanced quality of life for elementary students. [ACEI 2.7; InTASC 5(j); ISTE-T 2a]
Assessment Descriiption
Allocate at least 2 hours in the field to support this field experience.
For this field experience, you will assess students, provide them feedback, and reflect on the summative assessment implementation.
Part 1: Assessment
In the previous field experience, you designed and implemented a lesson that provided additional learning support to a selected group of students. In the final part of the assessment process, you will conduct a summative assessment for the same group of students.
Your summative assessment should be designed to determine mastery of identified standards. Prior to completing the assessment, review the pre-assessment to ensure appropriate concepts are measured in the final assessment. Once your summative assessment is complete, ask your mentor teacher to review it for approval.
Administer the assessment to the group of students. You may provide multiple assessment methods (oral, written, technology driven, etc.), and differentiate assessment based on the needs of the students.
Part 2: Provide Feedback
Individually review each student’s assessment results with him or her. During each conference, ask the following questions to engage the student:
• How do you feel about the lesson?
• What was most difficult?
• What was easy?
During this time, begin with a positive strength of each student. Provide effective, descriiptive feedback by identifying instructional goals for the student to continue working on. End on a positive note that shows compassion, justice, and concern.
Use any remaining field experience hours to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.
Part 3: Reflection
Submit a 250-500 word reflection of your experience creating a summative assessment, administering it, and providing feedback. Did the data you collected in the pre-assessment help you prepare an applicable summative assessment? What challenges did you run into during the summative assessment and how did you deal with them?
Explain how you will use this process in your future professional practice.
Submit a descriiption or copy of your assessment, along with a 250-500 word reflection on giving instructional feedback to the students, as one deliverable.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
Rubric:
• Expand All RubricExpand All
• expand Assessment assessment
• Assessment
• 7.5 points
• expand Reflection assessment
• Reflection
• 7.5 points
• expand Future Implications assessment
• Future Implications
• 2.5 points
• expand Mechanics of Writing (includes spelling, punctuation, grammar, language use) assessment
• Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Recourses:
Promoting Prospective Elementary Teacher’s Learning to Use Formative Assessment for Life Science Instruction, Read “Promoting Prospective Elementary Teacher’s Learning to Use Formative Assessment for Life Science Instruction,” by Sabel, Forbes, and Zangori, from the Journal of Science Teacher Education (2015).
Assessment-Inquiry Connection, Read “Assessment-Inquiry Connection,” located on the Just Science Now website.
Formative Assessment in the Science Classroom, Read “Formative Assessment in the Science Classroom,” by Dunnavant, located on the Educational Innovations website.
Formative Assessment in the Science Classroom, Read “Formative Assessment in the Science Classroom,” by Dunnavant, located on the Educational Innovations website.

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