Taneshia
Easton
Assessment
Plan: Synonyms and Antonyms
EDU645:
Learning & Assessment for the 21st Century
Instructor: Dr. Darrell Rice
August
19, 2013
Assessment
Plan: Synonyms and Antonyms
The assessment plan of synonyms and antonyms was constructed
for fourth-graders to learn, understand, and apply their knowledge through
assessment. To promote learning
through assessment and assessment plans was done with the objective in mind for
the students to be able to differentiate between a synonym and an antonym; with
the outcome of being able to demonstrate their understanding of the difference
between a synonym and an antonym; by
expressing
this in their own words, and/or giving examples of the concepts used. It is
important in the development of a child's learning that they are able to
compare and contrast in real life situations. For example, knowing the
difference between good and bad, right and wrong, up or down, or knowing that
one half is equivalent to two fourths. This type of approach also promotes
critical thinking; such as asking yourself," If I do…what will happen?"
or," How many half cups do I need to make two fourths?"
Assessment
Context
Because
synonyms and antonyms are used to compare, differentiate, and define words, I
wanted the assessment contexts to do just that. The assessment contexts used
were constructed simple enough for a “regular” student, as well as a special
needs student to be able to understand and follow the directions given. I also
wanted the students to have fun as they learn. I think it is important for the
children to have fun as they learn to keep them engaged in whatever the task
may be. Individuals, especially children, need stimulation in order to do
certain tasks or activities. One way
that the assessment context of the worksheet keeps the students engaged is by
having them cut and paste the synonym or antonym that corresponds with the
words on the worksheet. The other assessment context keeps the student
interested by allowing them to write about an active part of their life.
Holistic
Rubric
The
holistic rubric used to assess the assessment context using a worksheet on
synonyms and antonyms inspired by the Super Teacher Worksheets (2013), was
evaluated using the levels of remember (knowledge), understand (comprehension),
and apply (application). The first level used, remember, displays verbs and
questions that point to what the student previously learned with the use of
facts, terms, and basic concepts. This level clearly demonstrates what is
anticipated in the student’s objective and outcome. The second level,
understand, is used to evaluate the students understanding of facts; they
should also be able to express these facts in their own words and give examples
of what they have learned. This level shows what is to be evaluated during
assessment of the objective and outcome. The third level, apply, is used to
determine if the student is able to apply their knowledge and understanding
through problem-solving and completing tasks. This level also clearly shows the
proper assessment needed to determine if the objective and outcome have been
met by the student.
A
holistic approach to learning fits with the holistic rubric used for
assessment. The student is graded according to their knowledge, comprehension,
and application of the task given. Teachers contribute to a child’s learning
and goal setting throughout their education.
I believe a mixture of holistic learning and a constructivist approach
to learning will allow students to become critical thinkers and be able to
accept and meet any challenges and bounce back from any mistake they may make
in life and in their careers without having any regrets (teachnology, 2012).
Testing
Constraints
The testing
constraints used were designed to ensure that every student is able to get
their test done without being disturbed or disturbing their peers. It is mandatory that children understand the
importance of instruction and order; it also helps with their development by
teaching them self-control and encouraging self-efficacy. In addition, the constraints let the students
know how much time they have to take their test and allows those who have
learning disabilities to know that they are given extra time and are able to
ask question if needed. Students should
be allowed to know what they can and cannot do during testing and afterwards in
order to keep down confusion later. I
have heard from my own daughter on different occasions that when she has finished
with a test or reading a particular text that her teacher assigned she would
listen to music with her headphones or talk to one of her peers that was also
done; in which they got in trouble for.
More than likely, if the teacher would have given specific instructions
before the test or the reading, the students would have known what they could
or could not do after completing their work.
The testing constraints also included the encouragement of the students
checking their test for errors. Children
often rush through their work; either because they did not want to take the
test in the first place, it is too easy, or they just want to hurry to get it
done in order to do something else more interesting. Overall, the testing constraints were
selected to ensure a smooth start and ending to the assessment process.
Teachnology. (2012). What is Holistic Education? Retrieved from
http://www.teach-nology.com/teachers/methods/holistic/
Worksheets, S. T. (2013). Synonyms
and Antonyms Worksheets. Retrieved from
http://superteacherworksheets.com/synonyms-antonyms.html
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