How My Teaching Practice Has Been Improved By the Assessment Course
My teaching practice has improved considerably, as a result of the assessment course. It helps me in evaluating how students learn, to understand their development, and identify discrepancies in learning. With this information, I can identify the loopholes in learning and come up with effective ways of solving learning problems. It has also contributed to my understanding of the social and emotional issues of students, thereby realizing that what affects one student may not necessarily affect others. Furthermore, the course has enabled me to carry out successful monitoring of my students’ cognitive and language development, not forgetting understanding of their well-being.
A Description of How the Artifact Displays My Mastery of the Specific Program Competencies
The artifact has equipped me with tools for creating achievable goals for students in learning. This has enabled me to set goals following the SMART criteria (Cassidy, 2006). What this means is that the goals I set for my students are specific, measurable, attainable, realistic, and time-bound. This makes it easier to achieve them. Moreover, the artifact has given me the skills to transfer knowledge adequately to my students. This has not only enabled me to impart knowledge and skills to my students, but also improve my teaching techniques to suit the needs of fast and slow learners.
The artifact enables me to understand that learners are from diverse backgrounds. Thus, I always display a mastery of the subject matter while teaching, and plan for each lesson so that I can attain my objectives in every topic. I can now say confidently that I am competent in managing and monitoring my students. I have learned a lot from my experience in teaching different students; I know the teaching techniques to use on different students depending on their level of education.
How Assessment and Accountability Assignment Documents Evidence of Specific Tools Used To Show a Positive Impact on Learning in the Short- Or Long-Term
Assessment and accountability present various tools for use by teachers while developing a positive impact on the learning process (Cyboran, 2006). For instance, a visual representation of information is an effective tool of formative assessment. This entails the use of words, maps, charts, graphics, and pictures to demonstrate a subject, idea, or phenomenon to students. It gives them a better understanding of concepts and a glimpse of everything that is covered in a course or topic. They give a broad illustration of what is covered theoretically, making complex ideas look simple and clear (Stiggins & Chapuis, 2006). These tools help to understand the specific needs. These include the emotional, social, and psychological needs of different students, such as those with disabilities.
Similarly, summative assessment tools like unit tests enable a teacher to understand the strengths and weaknesses of his or her students. Therefore, he knows where to lay more emphasis (Cassidy, 2006). It enables the teacher to understand whether a course was well understood and assist students in advancing their learning process. Unit tests demonstrate the ability of students to grasp the contents of various subjects.
It also gives the teacher an outlook of students’ understanding and application of key concepts, terms, and definitions in a course or subject. Specifically, they give the teacher a starting point for the next unit. As such, the teacher can incorporate the most preferred teaching methods and do away with the most inappropriate (Stiggins & Chapuis, 2006). This creates a platform for a better understanding of the next unit.
My Personal Philosophy of Assessment
My philosophy of assessment holds that teaching is a process of continuous learning, whereby teachers learn from past mistakes. According to my student population, formative assessment is a vital tool for monitoring the understanding of all my students. When I have a large population, I integrate many forms of visual presentations in the teaching process. In cases where I have few students, I do not require many visual presentations as I can explain concepts one-on-one to the students. However, unit tests are a must for all my students. They must sit for them so that I can assess their understanding of a course, and the achievement of course objectives.
References
Cassidy, S. (2006). Learning style and student self-assessment skill. Education & Training, 48 (2/3), 170-177.
Cyboran, V. (2006). Self-Assessment: Grading or knowing? Academic Exchange Quarterly 10 (3), 183-186.
Stiggins, R., & Chapuis, J. (2006). What a difference a word makes: Assessment FOR learning rather than assessment OF learning helps students succeed. Journal of Staff Development, 27 (1), 1.