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Type | Essay |
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658 Literacy Module 5 Discussion Board 3
2. Use examples from your own practice and experience as a student.
Post one answer to the question and at least two responses to your classmates. Throughout a session, candidates participate in the discussion on at least three different days. All required posts are posted before the end of the session. (Please check the syllabus and rubric for details on discussion board expectations.)
Please use this resource:
https://touro.instructure.com/courses/100416/files/7621857/download?download_frd=1
Chapter 7: We will discuss the importance of providing students with time to read texts in school. We also provide a rationale for using a variety of texts in a diagnostic reading program. We showcase many different types of texts, reasons for using each, and teaching suggestions. The major point of the chapter is that knowledgeable teachers are aware of many different kinds of printed material, including books, but going well beyond books when planning effective instruction will lead to reading improvement.
Chapter 8: Our major focus in this chapter centers on helping teachers understand the various aspects of early literacy to support their purposeful use of assessment and instruction. After providing background for each component of early literacy, we present some assessment and teaching suggestions for each. We conclude the chapter with three suggestions for determining which students have the greatest need for early intervention.
https://touro.instructure.com/courses/100416/files/7621944?wrap=1
https://touro.instructure.com/courses/100416/files/7621242?wrap=1
https://touro.instructure.com/courses/100416/files/7621857/download?download_frd=1
Erekson, J. A., Opitz, M. F, & Schendel, R. (2020). Understanding, assessing, and teaching reading: A diagnostic approach (8th Edition). Boston, MA: Pearson
Classmate 1 T.S. (need feedback)
Explain why alternative assessment techniques are viable techniques to help gain information about students. Use examples from your own practice and experience as a student.
Alternative assessment techniques are valuable tools for gathering information about students’ learning progress and understanding. Unlike traditional standardized tests that rely on memorization and regurgitation of information, alternative assessments provide a more comprehensive and authentic picture of students’ knowledge, skills, and abilities.
One viable technique is project-based assessments, where students engage in hands-on activities or create products that demonstrate their understanding of a concept. This approach allows students to apply their knowledge in real-world contexts, fostering critical thinking and problem-solving skills.
Another effective alternative assessment technique is portfolio assessment. Portfolios compile a collection of students’ work over time, showcasing their growth and progress. By including various types of work, such as written assignments, artwork, and presentations, portfolios offer a holistic view of students’ strengths and areas for improvement. As a student, I appreciated the opportunity to curate my portfolio and reflect on my learning journey, identifying my strengths and setting goals for improvement.
In elementary school, I participated in a literacy activity that utilized alternative assessment techniques to gauge our reading comprehension and creativity. The activity involved creating a book project. Each student was asked to select a book of their choice, read it independently, and then present their understanding of the story in a unique way. Instead of a traditional book report or written summary, we were encouraged to think creatively and express our understanding through visual elements. We were given a paper bag and had to decorate it to represent the book’s theme or setting. Inside the bag, we had to include objects that symbolized important events, characters, or symbols from the story. This alternative assessment technique allowed us to showcase our understanding of the book in a creative and personalized way. It encouraged critical thinking as we had to select the most important elements of the story to include in our bag. It also provided an opportunity for oral communication skills as we presented our projects to the class, sharing our interpretations and insights. One more example: as an elementary school student, I remember participating in a creative assessment activity based on the book “Alice’s Adventures in Wonderland.” Instead of a typical book report, we were asked to create a diorama depicting a scene from the story. I chose to recreate the tea party with whimsical characters and miniature tea sets, showcasing my understanding of the fantastical world of Wonderland.
Alternative assessment techniques can make the learning process more engaging and enjoyable. It allowed for individual expression and demonstrated that there are different ways to demonstrate understanding beyond traditional written assessments. Incorporating alternative assessment techniques provides a more comprehensive understanding of students’ abilities, promotes deeper learning, and encourages student engagement. By assessing students through projects, portfolios, presentations, or other alternative methods, educators can gather meaningful insights into students’ knowledge, skills, and growth.
References:
Erekson, J. A., Opitz, M. F, & Schendel, R. (2020). Understanding, assessing, and teaching reading: A diagnostic approach (8th Edition). Boston, MA: Pearson
Herman, J. L., & Winters, L. (1994). Portfolio research: A slim anthology. Educational Measurement: Issues and Practice, 13(3), 24-27.
Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking. Merrill/Prentice Hall.
Classmate 2 F.B (need feedback)
Explain why alternative assessment techniques are viable techniques to help gain information about students.
Use examples from your own practice and experience as a student
Student learning is a process that occurs over a relatively long period of time and cannot happen in just a single instant. Over the years, assessing students has been done to know whether students are progressively learning, but during the past years, traditional assessment techniques were employed in this activity. The traditional assessment method had its merits, but a need to support it with other, more effective assessment techniques was realized over time. Alternative assessment techniques are the new techniques currently being utilized since they have proven to function more efficiently than traditional techniques. Alternative assessment techniques are very viable for collecting vital information about students. Some factors that support the viability of assessment techniques include the assessment techniques allowing students to give free responses untimely, creating room for open-ended answers, and the techniques being oriented to the process and not only the end product. There are also examples of how I have witnessed this technique effectively work and prove its viability.
Alternative assessment techniques allow students to give free responses, which is one reason that makes alternative assessment techniques viable for gaining information about students (Baylor University, 2023). In the alternative assessment, techniques are not limited to a set of choices but are given a chance to respond freely to the assessment questions. This technique allows students to show their understanding of the learning materials in their own words, allowing them to express their answers fully and providing more information about the students. These techniques allow students to fully express their thoughts and ideas, which collects more information about students than traditional assessment techniques. The answers given by students using the alternative assessment technique method are more personalized and detailed, which means that the data from each student can be uniquely understood. An excellent example of how alternative assessment techniques prove their viability in collecting more information about students is the use of portfolios. Portfolios allow students to show their knowledge of what they have been taught by lecturers in class progressively, whereby students demonstrate their understanding by including the different tasks they have done while learning various topics. I have witnessed the use of portfolios where students have individually filled their portfolios, and they have done it in different ways where each portfolio is unique since people have expressed their thoughts and ideas on the learned topics in their free words, which has provided much information to the instructors.
Creating room for open-ended answers is another factor that makes alternative assessment techniques viable for gathering more information about students. These techniques do not limit students to specific responses but prompt them to think so they can give detailed answers critically. Open-ended answers are not limited to yes or no options but allow students to comprehensively explain their understanding of something in a way that satisfies them. The students are free to give their most preferred individual responses, not predetermined ones. Open-ended answers create room for critical thinking and creativity as students think of the best ways to respond to the questions based on their understanding (Arose, 2020). A good example is when our instructor conducted interviews in class at some point in the past, asking each student to explain how they understood numerous scientific principles and how they could be applied more in real-life situations. The different students in class explained the concepts and how they can be applied differently, and the instructor, at the end of the interview, knew how much each student understood the concepts. The answers in the interviews were open-ended, allowing students to explain their ideas in their own unlimited words.
Alternative assessment techniques also give much attention to the learning process and not only the final result. The techniques used give attention to the learning process of the individual students. The techniques involved in alternative assessment focus on the ability of individual students to leverage the knowledge they have learned in different lessons. Collecting information from the different lessons learned and from the learning process gives more information to the instructors on how the different students understand and use the learned concepts (Formplus, 2021). Students perform different tasks in the learning process that show their understanding of the different concepts they learn, and this is important in providing more information about the individual students. The instructors can acquire more information at the end of the learning process of the different individuals, whereby they know the learning strategies of different students and how different students apply newly learned knowledge in new scenarios. An example is a time when our instructor instructed us to fill out portfolios, whereby we included the individual tasks for the different lessons learned during the course. The portfolio allowed the lecturer or instructor to follow up on our learning process and how we learned different concepts at different stages of the course, which provided essential information about us as students.
Alternative assessment techniques have proven their viability in collecting crucial information about students since they enable the students to respond freely to the questions asked, allow the students to give open-ended questions, and are oriented to the learning process of individual students. I have experienced first-hand examples of how the techniques prove viability by collecting relevant student information. Assessing students is an essential exercise for lecturers and instructors, allowing them to gather important information for their teaching activities. The various reasons that make alternative assessment techniques viable for collecting information about students should encourage instructors to embrace these assessment techniques. Alternative assessment techniques have proven to work effectively in school setups; therefore, this should be embraced worldwide in education systems. These techniques have enabled educators to create student-learning-centered environments where students now understand things more deeply.
References
Arose. (2020). How Alternative Assessments Benefit Students and Increase Proficiency Resilient Educator. ResilientEducator.com. https://resilienteducator.com/classroom-resources/students-choose-assessments-creativity/ Links to an external site.
Baylor University (2023) Alternative Assessments. Academy for Teaching and Learning | Baylor University https://www.baylor.edu/atl/index.php?id=984874#:~:text=Alternative%20Assessment%20is%20less%20focused,their%20students%20and%20their%20learning Links to an external site. .
Form Plus (2021, March 9). Alternative Assessment: Definition, Types, Examples, & Strategies Formplusblog. https://www.formpl.us/blog/alternative-assessment Links to an external site.
Erekson, J. A., Opitz, M. F., & Schendel, R. (2020). Understanding, assessing, and teaching reading: A diagnostic approach (8th Edition) Boston, MA: Pearson
Literacy Module 5 Discussion Board
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