Ruth Guthrie ECOMP 6102 Portfolio

Ruth Guthrie ECOMP 6102 Portfolio

Introduction

Teaching Philosophy

Course Goals and Outcomes

Artifacts AndReflectionsModule 1-4Module 2-2Module 2-3Module 3-1Module 3-2Module 4-2Module 4-3Module 5-1

contact Whether you believe you can, or whether you believe you Whether you believe you can, or whether you believe you can’t, you’re absolutely right.can’t, you’re absolutely right. -Henry Ford -Henry Ford

Introduction

ECOMP 6102, through Lesley University, allows participants to investigate the use of technology for assessment purposes. They are also allowed the chance to create and use the assessment in students’ learning.During my ten years of teaching, I have often questioned

whether or not my students are being assessed fairly. I often wonder about the credibility of grades based on the amount of assessment required of the students.This portfolio and is a culmination of a range of classroom assessment techniques appropriate for student learning.


Introduction

Teaching Philosophy

Course goals and outcomes


contact

PhilosophyPhilosophy

One of the final assignments I had to do when I graduated from college all those many years ago, was to write my philosophy of teaching. I had not readdressed my philosophy since I wrote it ten years ago.

I was pleased to find my philosophy has not changed much throughout the years, and with some minor adjustments, it still fits my beliefs and frame of mind.

Teaching Philosophy


Introduction

Teaching Philosophy



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Course Goals and OutcomesCourse Goals and Outcomes

Overarching Goal:

#: Apply technology to facilitate the use of effective assessment and evaluation strategies in teaching.

Course Outcomes:

A. Apply technology in assessing student learning of subject matter using a variety of effective classroom assessment techniques.

B. Understand and use the Five Standards of Assessment Quality;

i. Assessments serve articulated purpose

ii. Assessments arise from and reflect clear learning targets.

iii. Accurate assessment uses appropriate methods given the context.

iv. Assessments need to sample student achievement appropriately.

v. Effective assessments avoid unwanted sources of bias, interference or error.

C. With the assistance of technology, translate evaluations of student work into records that accurately convey the level of student achievement to students, parents, or guardians, and school personnel.

D. Use technology resources to collect and analyze data, interpret results and communicate findings to improve instructional practice and maximize student learning.

E. With the assistance of technology, translate evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

F. Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.


Introduction

Teaching Philosophy



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Module 1-4: Users and Uses for Assessment

As a teacher, I understand the need for both large- and small-scale assessment. What this module did for me, however, was make me step back and take a closer look at all the key players as users of assessment and the purposes for which each use the assessment. I think we tend to underestimate our parents and their abilities to interpret the data given to them. We also tend to forget about the principal and the school board and their need for the data. The direction we, as teachers, take usually arises from mandates set forth by the principal and school board based

on criteria required by policy makers (federal government).

ArtifactsArtifacts

Reflection: Module 1-4

Course Goals and Outcomes: #, B.i


Introduction

Teaching Philosophy



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Module 2-2: “What is Worth Assessing?”

Course Goals and Outcomes: #, B.ii

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ArtifactArtifact

Module 2-3: Breaking Apart a Content Standard


I found this module to be useful, in the sense of what it is like to walk in the shoes of our students. Sometimes, I think we assume our students have the basic knowledge of most everything we present, especially at the intermediate and higher grades. Yet, that one concept rolls around that frustrates all involved due to the fact the students don’t have the basic knowledge required to move forth. The first time I approached “Breaking Apart of a Content Standard”, I did so with the idea students would already have a knowledge base. This module allowed me to gain a better understanding of how to find where my students might be lacking

necessary skills. Course Goals and Outcomes: #, B.ii, C


Introduction

Teaching Philosophy



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ArtifactArtifact

Module 3-1: Case Study in Mathematics Assessment


Often times, we tend to “get to know” our students in great depth and know what they are thinking and how they reason, even if they have difficulty expressing themselves. Module 3.1 brought this knowledge home. Just by looking at the students’ work, I was rather unsure of what they were thinking without having any verbal interaction with the students. This assignment showed me the importance of needing students to have a good knowledge base along with adequate communication skills.

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Module 3-2: Table of Barriers to High Quality Assessment

Course Goals and Outcomes: #, B.v

Course Goals and Outcomes: #, B.iii


Introduction

Teaching Philosophy



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ArtifactArtifact

Module 4-2: Table of Specifications for Selected Response Assessment

Module 4-3: Selected Response Questions

Reflection: Module 4-2, 4-3

This assignment was challenging! Creating the quiz wasn’t as easy as I first thought it would be. Most of my questions fell into the knowledge and understanding category. I think my standards matched the content I used on my quiz but, it was difficult for me to phrase my questions to cover the various areas of reasoning. The hardest questions to phrase were the essay questions- of course. I really need practice in constructing questions that use the five standards of assessment quality and have the students applying their reasoning skills.

Course Goals and Outcomes: #, B.i-v, C


Introduction

Teaching Philosophy



Contact

ArtifactsArtifacts

Module 5-1: Midterm Reasoning Paper


Given the chance to compare Stiggins’ patterns of reasoning to Bloom’s taxonomy was interesting. I think our schools have a tendency to use Bloom’s more so than any other pattern of reasoning. Bloom’s moves in a spiral, however, and each level builds and depends on the one preceding it. Reading Stiggins’ book and composing my Reasoning and Learning midterm paper showed me how to expose the students to the various patterns of reasoning without having to master one before experiencing

another.

Course Goals and Outcomes: #, A


Introduction

Teaching Philosophy



contact

Contact

Ruth Guthriec/o Monterrey Elementary

910 W. GayleRoswell, NM 88203

(505) 637-3475 FAX (505) 625-8302E-mail:

[email protected]

mailto:[email protected]

http://www.artpromote.com/

http://www.artpromote.com/

Ruth Guthrie ECOMP 6102 Portfolio

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