Sabrina Odelein

As we near the 3 week block, I am nervous about creating assessment that is related to the outcomes and class material, but most nervous that the assessment will directly show students engagement and understanding. Having multiple and adequate formative assessment will help this process as each formative piece will help me understand where students … More Week 8: Assessment worries in pre-internship

Chapter 2 of assessment and differentiation starts out by asking teachers to build a relationships of trust with students (Tomlinson & Moon, 2013). With trusting and caring relationships, students will look up to their teachers and go to them for advice, such as for assessment feedback. With these relationships, students learning will be differentiated through … More Week 7 Assessment Readings

My own experiences with assessment in my K-12 schooling (and even that in University) were very traditional methods. My goal in almost all of my classes was to get the “right” answer. This meant paying attention in lectures, writing down good notes, and studying many days before a test. These methods proved successful for me, … More Reading Week 6

Hinchey(2010) writes about the different understandings of “knowledge”; the epistemology of knowledge. Some may define knowledge as the product, and as much as teachers would like to devote their time to the process many schools are still assessing, and teaching for the product. The way we decide to define “knowledge” may be the same, but … More Assessment Week 5 Readings

Student achievement and assessment both revolve around feedback. For students to be successful and move forward with learning, they must receive quality and consistent feedback. Feedback that is efficient needs to be more than just positive words of encouragement for students (Sackstein, n.d.). It should be questions and discussions that help students further their learning … More Week 4 Assessment Readings

 1)  Rowsell, J. & Walsh, M. (2011). Rethinking literacy education in new times: Multimodality, multiliteracies, & new literacies. Brock Education, 21(1), 53-62. 2)  Dochy, F., & McDowell, L. (1996). Introduction: Assessment as a tool for learning. Studies in Educational Evaluation, 23(4), 279-298. Multimodalities can help students learn how to understand their environment, and gives them … More Assessment and Multimodality : Response 3

“Putting assessment into context” and “Principles for Effective Classroom Assessment”  From the articles mentioned above, it is clear that assessment should be both responsibility of the student and teacher and be adaptable, diverse, and clear. Students should be able to self monitor their own learning and understand the next step that they need to take … More Why are We Assessing? What is it for? Week 2 Response

Although I have barely touched the surface of assessment, I have accumulated a few ideas I might implement as a future teacher. Assessment is both for teachers and students. For students, it should direct their learning for continued growth. It should be transparent. Students should have clear expectations so they can allot time appropriately and … More (beginners) Assessment Philosophy

Week Five: November 9th   St. Josaphat School honours diversity and human rights for all students by identifying different cultures and representing them throughout the school. Although most students are Caucasian, there are representative posters, paintings, and resources of the First Nations culture. Many of the hallway walls have them and in the Kindergarten classroom there … More Week 5-8

ECS 100 Placement Journal Week one: October 12th Being in a Kindergarten classroom, in the St. Josaphat Elementary School, my learners are young and energetic kids. As it is their first year in school, they are developing relationships with each other and making connections in the real world. They sit in groups of 4, all … More Week 1-4 Observations