Assessment Of For And As Learning Essay Example for Free

Assessment Of For And As Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. Teachers’ Roles in Assessment of Learning Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide  ?a rationale for undertaking a particular assessment of learning at a particular point in time ?clear descriptions of the intended learning ?processes that make it possible for students to demonstrate their competence and skill ?a range of alternative mechanisms for assessing the same outcomes ?public and defensible reference points for making judgments ? Transparent approaches to interpretation ?descriptions of the assessment process ?strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as  occasions to show their competence, as well as the depth and breadth of their learning. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teachers role as a learning coach versus the teachers role of judging the extent of a students achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a students prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives.

Germany: Economic Powerhouse of the EU Essay -- Germany Economy

The country of Germany is one of the strongest economies in Europe as a whole. A brief history and overall status of this country is going to be explained giving examples and demographics. Along with my understanding of the information, I will try to help you understand the importance of this country’s overall macroeconomic stance that contributes to today’s wealth of the European Union. The barbaric Celts are believed to have been the first settlers of the Germanic lands before the tribes of the second century before Christ. The German barbaric attacks against the declining roman infrastructure added in the destruction of the Roman Empire in the 400’s and 500’s A.D. The Holy Roman Emperor, Charlemagne, was crowned after he attained the supremacy of Western Europe in 800 A.D. Charlemagne derived from one of the tribes known as the Franks, native to present day Germany. For many of the years following the rule of Otto the Great many of the leaders of Germany had high positions of leadership in the Holy Roman Empire, this lasted for several centuries. (Education) The Holy Roman Empire was to loosely spread around the 14th Century. The long line of Hapsburgs ruled the Holy Roman Empire until its down fall in 1806. A dispute brought an internal war for Germany in 1618 and lasted for 30 years until 1648. This war left Germany torn apart, spread into hundreds of principalities that independently survived with out the Emperor. In a short time after, Prussia developed into impressive strength. Frederick the Great, organized the Prussian military and defeated the Austrians. The struggle for power between the Austrians and Prussians continued and ended in the defeat of Austria in 1866. (Education) Following the Defeat, Pru... ...and resilient one full of economic prosperity. The geography, demographics, and politics have shaped this country into what it is today. From a Macroeconomic stance, Germany has out done all of its neighbors. Many other countries should enact what polices Germany has in play. Germany also has some of the top business schools in the world that I believe is responsible for the majority of the outcomes of the GDP being where it is today. Works Cited Education, Pearson. Germany. 2005. 01 December 2013 http://www.infoplease.com/country/germany.html. Foundation, The Heritage. "Germany." 2013. 2013 Index of Economic Freedom. 01 December 2013 http://www.heritage.org/index/country/germany. Gurtler, Detlef. Wirtshcftstlas Deutschland. Berlin, 2010. X-Rates. 01 December 2013. 01 December 2013 http://www.x-rates.com/table/?from=USD&amount=1.00.

Famine, Affluence, and Morality Essay

In Singer’s article Famine, Affluence, and Morality, his main goal is to get the point across that there are people in the developing world that are starving and have a lack of healthcare and the lack of shelters. He argues about how affluent countries react to the issues like Bengal and the way they look at the moral issue surrounding it. He also argues that the way of life is taken for granted by affluence people. The first counter- argument in the article is â€Å"the view that numbers do make a difference† (Singer, 1971). It refers to if every affluent person would give 5 dollars to the Bengal Relief Fund that money would add up. Therefore, there is no reason to have to give more money than anyone else in the same position. Singer argues that this is based off a hypothetical situation. He, however, says in the article that there is no way for that work since no one would give more than 5 dollars then there would not be enough money to provide food, shelter, and medical care. He says by giving more than 5 dollars he will be able to end more suffering. The second counter argument people do not judge the way Singer suggested they should. Many people tend to keep their judgments to themselves unless they go overboard, step out bounds, and break some type of moral code. The example that Singer uses is taking someone else’s property. Most people tend not to look bad on owning expensive items instead of giving to people less fortunate. Singer’s response to this argument is, â€Å"unless that principle is rejected, or the arguments are shown to be unsound, I think the conclusion must stand however strange it appears. It might, nevertheless, be interesting to consider why our society, and most other societies, do judge differently from the way I have suggested they should. † (Singer, 1972) At what point do people draw the line at what should be done and what is good but not mandatory. Singer brings up a point that, â€Å"In a society which held that no man should have more than enough while others have less than they need. † (Utilitarian Philosophers, NDG) Many people are influenced by the people around them. If people are giving less than people around them are likely to give less, but if people give more than people around him are likely to give more. The third counter argument is the difference between duty and charity. The argument is that in some utilitarian theory that everyone should work full time to increase happiness over misery. Meaning that, if people work more, are paid more money than people would not be as miserable, many people say money cannot buy happiness. Singer’s reaction to this counter- argument is that, â€Å"we ought to be preventing as much suffering as we can without sacrificing something else of comparable moral importance. † (Utilitarian Philosophers, NDG) Singer defines marginal utility as the level at which giving more would result in suffering in his dependents or himself. The meaning of this is that one would limit their material possessions to less than nothing. He further explains that he proposed a more moderate version of marginal utility, â€Å"that we should prevent bad occurrences unless, to do so, we had to sacrifice something morally significant, for one might hold that to reduce oneself and one’s family to this level is to cause something significantly bad to happen. (Singer, 1972) It relates to his arguments because he insists that we need to limit our material possessions to that of the Bengal refugees. Singer compares the distinction between duty and charity as not an easy line to draw. However Singer gives an example as this, â€Å"The charitable man may be praised, but the man who is not charitable is not condemned. When we buy new clothes not to keep ourselves, warm but to look â€Å"well-dressed† we are not providing for any important need. We would not be sacrificing anything significant if we were to continue to wear our old clothes, and give the money to famine relief. By doing so, we would be preventing another person from starving. † (Singer, 1972) In other words, instead of buying expensive worthless stuff for yourself giving the extra money would benefit more people and make it more charitable; however, you do not give the extra money to charity you are not looked at any differently. I do agree with some parts of his article, however, I disagree with most of it. First, I think that his article come off with a major attitude in my mind. He does however make some good points like the way he talks about how some people are influenced by the people around them. Another good point that he made is it should not matter how far the distance is wither they are in the same area as you are thousands of miles away. I do not agree with how he insinuates that the richer you are the more you should give. I believe that a person should give as much as he or she wants. I also believe that a person giving charity should not be held at a higher pedestal then someone that is not able to give to charity.

Star Wars Between Misogyny And Radical Feminism - Free Essay Example

Sample details Pages: 5 Words: 1554 Downloads: 4 Date added: 2019/08/16 Category Cinematographic Art Essay Level High school Tags: Star Wars Essay Did you like this example? Star Wars is more than just cinema. Beyond technological feats, lightsaber fights and the often promoted marketing venture, the saga created in the late 1970s by George Lucas conveys values and messages that reflect social, political, and even religious concerns. One of the concerns that Star Wars raised in the original saga is gender inequality. Don’t waste time! Our writers will create an original "Star Wars Between Misogyny And Radical Feminism" essay for you Create order Since Star Wars was created to portray the masculine heros journey, illustrated in Josef Campbells Hero Of a Thousand Faces, women suffered from gender inequality in the original and the second trilogy where the speaking of two major female roles was reduced to few lines, and the secondary roles were totally silenced. Ann Larabee, a professor in Michigan State University, said, One of the oft-noted limitations of Hero of a Thousand Faces is that it focuses on male heroes, as regected in its subsequent adaptations (7). In addition, Padmà © and Leia were periodically put in their stereotypic picture as emotional beings often invaded by their internal impulses. In contrast, in the recent trilogy, Rey has become a model for little girls. To make an unknown young woman the star of a Hollywood movie was one thing. To give her the keys to the most popular saga of all time was another. Because after the death of Luke Skywalker in The Last Jedi, it is now on the shoulders of this character that rests the future of this space opera. This heroine clearly does not need men to fulfill her destiny and forge, with a little assistance, a better world for her galactic contemporaries. However, some critics are expressing concern about the aggressive and vengeful feminism that might damage the heroic journey of the hero as a concept. Star Wars might fall between two extremes, the lake of women representation in the original saga and the promotion of aggressive feminist movements in the recent releases. There is an obvious gender inequality in the first trilogy of Star Wars. The two major roles entrusted to women are those of Princess Leia, played by Carrie Fisher in the first saga, and Padmà © Amidala played by Natalie Portman in the 1999, 2002 and 2005 saga. Both characters have marked the trilogy by their strong personalities and their ability to fight. Intelligent, funny, necessary to the story, however, these women are all, inevitably, reduced to their feminine stereotypic nature. The Princess Leia, member of the rebel Alliance, is being perpetually put in situation of weakness vis-a-vis men, and often brought back in popular culture with her golden bikini (so mythical a bikini that it has today its own Wikipedia page). In addition, Padmà © Amidala, passing from politician to lover, then sacrificed mother, she illustrates weakness and fragility. Both equipped with the same abilities as men at the beginning of the story, these two characters fall into roles of stooges to highlight the real heroes of Star Wars. Secondary roles, which are also not very present on the screen, are given roles with short time speaking or even portray textless roles. Highlighting the dialogues of female characters in the original trilogy, excluding Princess Leia, concluded that the total running time is only 63 seconds. Considering the original trilogy last 386 minutes altogether, that really isnt long at all. Amy Blumsom, a researcher at Fremantle Media in the UK stated. Nathalia H olt, an HIV researcher and science writer, said in New York Times newspaper that, Princess Leia who reigned alone in a galaxy of men and her dialogue was less than half than that of the golden droid C-3PO in A New Hope. Gender inequality in Star Wars, in reality, reflected a common habit in Hollywood that doubts in womens capability to lead and complete the heros journey as Leia and Padmà © have revealed. These characters, throughout the first six episodes, are typically feminine and often associated with the stereotypes of the roles of women in society. Leia becomes an example of a submission to the man as she was kept slave of Jabba the Hut. By creating this new phase of Leias story, the audience faces, again, the classic inequality that promotes the devaluation of women against men and the reduction of their state to sexualization. The woman is represented in submission rather than in emancipation. Padmà ©, a more woman of power, creates her own loss because of the man she loves. This woman is victim of her feelings, blindly follows love by abandoning her status for a role of woman and mother that will eventually cause her loss. The woman is depicted as an entity full of emotions, not in a good harmony with reason. The first six episodes of Star Wars, as it granted just few dialogues to female secondary characters, represents in a certain way the absence of right to speak. Woman a re reduced to silence. In contrast, the third trilogy is re-making the history of Star Wars and women are given more than what they wished for. Since the first revelations of Star Wars: the Force Awakens project in 2014, many media and film critic have asked if there will be more female characters in this new part of Star Wars. Lately, with the new Disney Star Wars trilogy, which is much more feminist than the original, spectators can see that women have finally emerged from the shackles to take power, and the release of The Last Jedi, confirms this trend. These episodes are written, produced and disseminated in the wake of the second wave of feminism, which advocated the right of women to freely dispose of their bodies and their sexuality. In The Force Awakens, the central character is Rey. The young woman played by Daisy Ridley, piloted the Millennium Falcon as a leader who mastered the techniques of Jedi combat. Again, in Star Wars: Rogue One, its a woman who takes the lead role; Felicity Jones plays Jyn Erso, a fearless girl charged by the Rebel Alliance with infiltrating enemy territory. Yes, the presence of women is still limited in Rogue One, but at least they have powerful roles and they are not objectified as Padme or Leia in the original trilogy. Yet, in The Last Jedi, women continue to prove their strength by conquering all the principal roles; they are the leaders of the rebellion, admiral, mechanic, Jedi or commander. In contrast to these wise and thoughtful women, men are depicted as weak, negative reckless, and willing to destroy everything on their way in order to appear strong and impressive. To illustrate, Robert Barron, an American prelate of the Catholic Church, author, and theologian, said, For her to appear strong, they have to appear weak.(43), and that is exactly what happened in the 2017 Star Wars. In fact, most or maybe all masculine roles in the last episode are negative, hasty, arrogant, or careless. Female characters play the role of stability pillars in The Last Jedi. In other words, male characters are, for the most part, very volatile or at least very unstable. Finn (played by John Boyega) is not sure if he had done the right choice by joining the rebellion forces and even tried to flee and save himself. Poe Dameron (played by Oscar Isaac) is a commander in the Resistances Starfighter Corps and one of Leia Organas most-trusted operatives, however, he does not show any sign of wisdom or trait of a real commander. He tried to hijack the commandership from Amilyn Holdo (played by Laura Daren) in a foolish and selfish attempt to defeat the enemy. Even Luke does not escape the new classification and lets himself be invaded by his fear of Dark Forces. Robert Barron went far with his critics to the recent release of Star Wars and said, What began as a thrilling exploration of the philosophia perennis has devolved into a vehicle for the latest trendy ideology. Barron accuses the new movie of sacrificing the artistic work in order to go with the flow of feminist movements. Thus, the focus is shifting towards the new trend, not the heros spiritual journey. He explains that male characters in The Last Jedi are required to be put down in order to allow females to rise and appear perfect. In fact, Rey appeared to have all power she needs from the beginning. Competent and brave, she even diminishes the role of Luke and made him appear afraid and in need for support. In the years 70s-80s, when Star Wars saga was born, and when women just started opening the doors to political and military careers, they started having a place in the cinema industry, a place that is not always perfect. In the first trilogy of Star Wars, women were objectified and treated as emotional entities, little by little, they overcome this stereotype. Now women become leaders and fighters; in general, they are powerful without men. They even snatched the lights from men in the cinema as seen in the recent Star Wars: The Last Jedi. However, the recent movie has revealed a radical shift from the extreme that is pro men to the opposite extreme that promotes the trending feminist movements exclusively. Will the future of Star Wars bring more in-depth roles for women, roles that depict the spiritual journey of the hero? Or will this wave of feminism continue with new epis odes? No one knows the answer until we see a new story of this space opera.