Clinical Field Experience C: Self-Assessment
Objectives:
1. Utilize performance data to inform instructional planning based on identified learning gaps and patterns. [ACEI 4.0; InTASC 6(d), 6(f), 6(m), 6(q), 7(l)]
2. Analyze student progress and provide effective descriiptive feedback, while collaboratively establishing learning goals, assisting students in identifying quality work, and analyzing their own assessment results. [ACEI 4.0; 6(d), 6(m), 6(n), 6 (q), 6(s)]
3. Reflect on professional practice to improve instructional planning, advance learning, and foster student engagement. [ACEI 5.1; InTASC 9(a), 9(b), 9(g), 9(l), 10(a), 10(b)]
4. Using assessment data identify strategies to create opportunities for students to be engaged in their learning, and motivated to improve their performance. [ACEI.3.4; InTASC 6(m), 7(d)]
Assessment Descriiption
Allocate at least 3 hours in the field to support this field experience.
Part 1: Assessment Conversation
Choose one student with whom you have been working with in your field experiences and assess the goals for that student. After identifying and sharing the goals with the student, discuss the different ways he or she can assess their own learning.
Consider the following questions when working with the student:
1. What does assessment mean?
2. Why is assessing your own learning important?
3. What is most difficult about assessing your own learning and what is the easiest?
Summarize their answers in 50-100 words.
Part 2: Assessment
Using the “Assessment Plan” you created in Topic 4 with your student’s personal goals and learning objective, one aligned assessment, and rubric, implement the assessment with one student.
Share the rubric with the student, demonstrating how to monitor his or her progress and understand one’s educational goal. Remember, if you are working in the early grades, a rubric can be as simple as a happy/sad face scaffolding to show understanding.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 3: Reflection
In 250-500 words, summarize and reflect on the process of developing guidelines to track data and guide students to meet goals. Consider the following questions in your reflection:
• Was the student able to understand how to assess his or her progress with the rubric?
• How does this process help to foster student independence?
• Why is it important to share rubrics with students prior to completing the actual assignment?
• What gaps did you notice in the process of these field experiences?
• How would you adapt this process to meet the needs of students in your future professional practice?
Support your findings with a minimum of three scholarly resources.
Submit the notes from the assessment discussion with the student and your reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Rubric
• Expand All RubricExpand All
• expand Assessment Discussion assessment
• Assessment Discussion
• 6.25 points
• expand Reflection assessment
• Reflection
• 6.25 points
• expand Future Implications assessment
• Future Implications
• 5 points
• expand Mechanics of Writing assessment
• Mechanics of Writing
Recourses:
• Why Reflection Is Important in Teaching, Read “Why Reflection Is Important In Teaching,” located on the TeachThought website (2020).
• A Taxonomy of Reflection: Critical Thinking for Students, Teachers, and Principals (Part 1), Read “A Taxonomy of Reflection: Critical Thinking for Students, Teachers, and Principals (Part 1),” by Pappas, located on the Teaching and Learning Resources website (2010).
• Fostering Learner Engagement: An Essential Guide for K-6 Educators, Read Chapters 9.
• Fostering Reflective Thinking, read “Fostering Reflective Thinking,” located on the Responsive Classroom website.
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