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Essay Available:
Pages:
2 pages/≈550 words
Sources:
5 Sources
Style:
APA
Subject:
Education
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Other (Not Listed)
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English (U.S.)
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MS Word
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Topic:

Importance of Teachers' Good Assessment and Instructional Choices

Other (Not Listed) Instructions:

You will complete a single-spaced, one-page response, synthesizing and reflecting on course readings. As you read each week, be sure to take notes, make real-world connections, write down what puzzles you, what strikes you, what would you like to discuss further, etc.
Your one-pager should synthesize the key ideas from the course readings and your thoughts on the readings. The one-pagers will not only help you read purposefully and build deeper conceptual understandings, but they will also serve as a resource for your active participation in class. One-pagers will provide discussion starters and weekly check-ins regarding your growing understandings of the historical and contemporary contexts for literacy assessment, in addition to assessment theory, research, practice, and policy.
Required Reading are as followed:
- Taylor, C. (2022). Culturally and socially responsible assessment: Theory, research, and practice. New York, NY: Teachers College Press.
• Ch. 5 A Situative Perspective on Assessment in Diverse Classrooms
• Ch. 6 Developing Assessments for Diverse Classrooms
• Ch. 7 Resources and Tools
Meier & Knoester (2017)
• Ch 1. Introduction
• Ch 2. Purposes of Education in a Democracy
• Ch 3. Assessment 1: Student Self-Assessments
• Ch 4. Assessment 2: Teacher Observations of Students and Their Work
• Ch 5. Assessment 3: Descriptive Review Processes
- Hilliard (2000). Excellence in education versus high-stakes standardized testing. Journal of Teacher Education, 51(4), 293-304.
- Schneider & Hutt (2014). Making the grade: A history of the A-F marking scheme. Journal of Curriculum Studies, 46(2), 201- 224.
- Aukerman et al (2019). Race, ideology, and cultural representation in Raz-Kids. Language Arts, 96(5), 286-299.
- Sullivan (2011). A primer on the validity of assessment instruments. Journal of Graduate Medicine Education, 3(2), 119-120.
- Notar et al (2010). The table of specifications: Insuring accountability in teacher made tests. Journal of Instructional Psychology, 31(2), 115-129.

Other (Not Listed) Sample Content Preview:

Article Synthesis #4
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Article Synthesis #4
It is imperative for educators to make good instructional and assessment choices in their classrooms. Taylor (2022) observes that educators work in communities of practices that have undeniable influence on their daily work and can influence their perspectives on the student’s learning. Each educator has to consider how the community within which they operate influences their instructional and assessment choices.
An important approach that teachers have to consider its integration in their daily work is adopting a situative approach in their classrooms. Taylor (2022, p. 105) describes the adoption of situative approach as “seeing activity, even individual activity, as distributed across people, things, and time.” To this end, an educator is expected to consider the influence of the system within which they operate on the classroom activities with the educator relationship with the learner and the potential responses expected to play a significant role in the designing of classroom activities. Notably, the utility of a situative approach is largely ignored in educational programs with faculty placing underserved emphasis on how a given activity or assessment tool align to a given subject area discipline or learning goal.
One essential classroom element that should be interpreted using situative approach is the current grading system. Taylor (2022) notes that communities of practice influence grading. While tracing the history of current grading system, Schneider and Hutt (2014) note that grading was mainly adopted in the US school system as a communication tool between teachers, students, and parents. However, reformers regarded grades as an organization tool, assigning external significance that extended beyond its original purpose. The dilemma arises concerning the role of educators in making sure that grading at the classroom level does not adversely affect the future of a learner.
With the potential impact of grade on students’ future, the need for teachers to develop valid and reliable assessment tools and make appropri...
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