Assessment & Evaluation Philosophy

I strongly believe and even more believe after pre-internship is that every student is different. When assessing students, it is important to understand why they are not understanding the material. It is crucial to understand every student has a different story. Some students might not get homework done because they go home and are a parent, have a bad home life, have a job, don’t have time, have a learning disability and more. As a teacher, I found students were not getting a lot of the assignments done outside of class because they had their own problems. I think as a teacher, we need to give every student fair opportunity. I think that students who do not get their homework or assignments done should be referred to a tutorial where they can then be allowed to get a grade they deserve. Giving zeros on assignments doesn’t tell me that they do not know the material. It tells me they did not hand it in. The curriculum today is based around if they are reaching the outcome. A zero is a summative assessment and does not formatively show that they do not understand the material. In most cases, it shows they took the option or maybe just did not understand the assignment.

I found that even in PE that students who did not have a (NHI) not handed in assignment beside their name, the computer would automatically put in a zero… which decreased their overall grade by 3% that means a student either went from a 90% to a 87% and a 50% to a 47%. If a student misses more then 4 assignments… they would drop 12%. This does not show that they do not understand the material, but more so… that they did not get their assignments in…. This is where I suggest a way where a student can go get help in the school to finish an assignment before the end of the year. I feel I care about my students and want them to pass my class so in result I would give them the option to get their stuff done. However, if I know they are not getting it done and not trying to make it up.. I might not be so lenient with them. Basically it depends on the student and their background and their motivation to want to improve their grades.

In conclusion, understanding each student is different and assessing students based on not completing an assignment can be looked at with different options. I think treating the students as fairly as possible is also a balance as well. It is not fair obviously to the students who get their homework done on time, but it is fair to be reasonable with your students. Also, using a variety of assessments for students helps to targets. This is something I really want to work on during internship.


Responding to the unexpected

During this 3 week course, I found it interesting teaching units that were typically the more uncomfortable units to teach. My pre-intern and I taught reproductive system(grade 9 health) and relationships(wellness10). During these classes we were asked questions that were unexpected and for the most part, could be what some teachers might find uncomfortable. I found the more uncomfortable questions came from the health 9… However one of the biggest compliments and feedback I thought I got back was from our co-op teacher saying how the kids were throwing unexpected questions out at you and instead of panicking, you handled it maturely and confidently. I was not sure how I would handle the unexpected questions with regards to the reproductive system, but turns out I might enjoy teaching health classes because of how much fun you can have with it.

With teaching relationships, I found myself uncomfortable at times with students responses to me discussing different types of relationships… mostly unhealthy ones. I would hear some students mutter under their breath ‘been there’ when discussing being in a violent relationship, or students who say they are dating 22 year olds when they are only 15. This was difficult for me after hearing all this because I wasn’t sure how to respond to that instead of I hope you are out of that relationship and discuss how negative each one is. After those classes that I felt shockingly surprised by the questions, I would talk to my co-op where she was not surprised at all. Obviously she knew the students previously through the couple years teaching them, and knowing their background helps to … almost sensitise the shock effect of the response to the students. After discussing with my co-op her advice was based around just making sure you are not telling them what to do, but making sure you are giving them the facts they need to know. And for the most part, I tried to approach each situation with the most appropriate response. Basically from what I learnt from this is to always deal with things professionally and not to shrug things off that may seem little but they are not. Also that building relationships with students and understanding their background more will also be a good heads up for internship. This will open the trust field with students where they can feel they can approach you with concerns about their life. HOWEVER, anything that the students say that may put their lives at risk also needs to be taken into account as well because as soon as that is a factor, the prinicipal needs to be informed ASAP.

Assessments in Wellness- relationships

During this unit, we were able to teach it through our three week span for the whole time. This was great because we were able to touch base on healthy relationships, unhealthy relationships, different types of relationships and communication. This was a great unit for me because I found I was also able to connect with the students more and get to know them. During this unit I wish I would have done more assessment. We only were able to get into the classroom 2x a week with the interference of school events going on. Towards our ending days with the students, we wanted to make a fun project that would relate to their culture and teen lives. We created a relationships in the media project. The objective was for the students to find 8 different examples of the FOUR relationship communication styles (passive, passive-aggressive, aggressive, assertive). The students then were to go through a movie, tv show, book or magazine and find relationships that were using these four styles. ex. Rihanna and chris brown, aggressive relationship.

The students then were marked on content, comprehension, examples, preparation. We wanted to make sure the students understood the content (the four styles of communication); We also wanted to the students to be able to respond to questions asked about their examples; we wanted to make sure the examples were linked with the correct relationship; and we wanted to see if the students used eye contact and voice projection to show confidence in their work.

Through this rubric they were marked out of /16. If it was up to me, I found after these presentations some of the students got mixed up with aggressive and pass-aggressive examples… so I would have liked to take another look at it and/or show examples from the media to demonstrate knowledge and give them examples as well so they could have an idea. This would have made that definition a little more clearer for the students which would have helped to end up with an overall better summative grade.

Assessment in Wellness -dance

At Thom we were given the opportunity to teach two wellness 10 courses. Through this, my pre-intern and I taught a unit on the relationships, yoga, and dance. This was one of the most interesting experiences because like I have blogged before, I have not ever taught dance or yoga. As I had already discussed assessment with yoga, I wanted to touch up on how I assessed my dance unit.
First of all, seeing how we are only able to be in the gym 3x a week for wellness, we only had short bit of time to teach a introduction lesson on four basic movements for a line-dance. As we taught we added on different moves that we could help feel the beat more. After this we through it all together and had fun with it. The first day was a basic formative assessment on how they were able to stay on beat with different types of music.
The second day, we performed the dance again. We were confident that the students had figured it out for both of our wellness’. So after repeating that dance one more time, we had divided the students into 4 groups. Through these four groups they were each given a movement pattern such as a rotation’ that they had to create. Once they all learnt the move… group 1 and2 would teach eachother and group 3 and 4 would teach eachother their moves. Once each group was done, they would gather together to make a 16 beat count dance with the four created ways to do so. This game was part of our development to formatively assess the students based on can they create dance moves, can they follow a beat? can they work together? etc… After the students then collaborated and worked together to form a dance.

After the dance was formed, students were then instructed into a dancing assignment. The objective of the assignment was for the students to create a dance or learn a dance. There was also a time limit that they needed to reach. In the end my intern and I gave them a mark based on group cohesion, following beats, being in-sync with one another. After that, the students did not know this until after their dance, but then they were given a self-assessment along with a group assessment. Each student gave themselves a mark out of /11 and then all their group mates /3 based on different questions. Then we averaged their grades out. The students were then allowed to take the power into their own hands. In some cases, teachers do not like this because some students will mark stupidly and give themselves high grades when they do not deserve it. In this case, I found the students giving themselves grades that I would have given anyways! It was quite opposite because some girls were being super hard on themselves rather than being easy.

So this was another way we thought that we could assess, but also include their own group assessments and self-assessments with their grades. We did this because the students can then be able to take accountability and also take charge in who didn’t help create the dance or who did not show up or who did take control and help out… etc… I found the grades made sense and I was proud I tried a self/group assessment combination.

Assessment in HEALTH

During my time in pre-internship, we taught grade 9 health as well. Our unit that we were working towards was the reproductive system. I found comparing to the PE assessments, this was way easier to find ways to assess in a classroom. During this time, we pre-assessed their previous knowledge on the reproductive system based on a visual fill in the blank of the male reproductive system and female reproductive system. We wanted the students to just label the parts based on what they know. It wasn’t for grades, it was for us as teachers. This helped us consider how much we had to spend on specific areas during this unit.

After the quick labeling quiz, we jumped right into talking about each part of the female and male anatomy of the reproductive systems and their functions. We were able to use a text book that students were able to look up later concerning questions if they wanted to. We incorporated this text because they were already using it and it was a valuable resource for us as well. I think that the more resources you have the better.

During this unit we used fill in the blank quizzes on the male, we used matching quizzes on the female, and we then used work sheets on female and male caring for the reproductive system and work sheets/ videos for videos that we watched about health concerns within the reproductive systems.

Summative Assessment:
Matching quiz
Fill in the blank
Note taking 3 key points from each different type of cancer in the videos

Exit slips
work sheets (discussed in class after using text book for answers)
Matching Game activity where students either had a Questions or an Answer to the question. Each student was given either. If you had a Question paper, you were to stand up and walk around. If you had an answer paper… you were to sit in your desk until the question to your answer found you where the students could collaborate and discuss if it is correct or not.

During this grade 9 health, I would have loved to be able to continue to further teach the reproductive system because based on only three classes, the students are still becoming familiar with terms and functions still. So, to be able to continually summative or formatively asses the students until I am sure that they are understanding, I would have liked to have a big unit test to wrap it all together. This would have given the students time to further prepare and study and use the text books and hand outs that we had created to successfully complete our unit exam.

As I stated before, it was hard to get through all that we did without rushing through it. It obviously isn’t fair to the students to quickly go through each section that I wanted to… However, with three weeks it felt like we were cramming as much as we could for them based on time limit. If we were able to have more time, I know we could have easily furthered our teachings and could of finished the unit with an overall exam based on everything we had gone through.

assessment in YOGA class 2

After we shifted the students in the classroom, we decided that our targets would still be maximum participation where we could establish and compare which classroom management set-up worked best for us.

This class was going to be about transferring the moves from the first class into sequences called sun saluations. Also, during this class since last class we didn’t necessarily focus on breathing, we were going to implement that into our lesson so that yoga could further connect with the students spriritual side and where students could get the best experience of yoga.

We also used formative assessment in this class where students were able to go through the yoga poses and then the sequences together. First me and my intern showed the sequences steps one by one. Second we went through it slowly with the students as saying inhaling and exhaling through next poses. Third we had the students go through it one more time in a more comfortable confident way. Fourth all we did was call out the position they have to with the exhale or inhale included (inhale downward dog, exhale chadarunga) Fifth, we had the students repeat it again, but with us just saying inhale, then exhale, inhale, then exhale. This part was based on the students rememebering what position comes next when to inhale or exhale. Lastly, the students led eachother. I had one of the girls who felt the most confident come forward and lead the sun salutations ( they did both S.S. a and b with 1-5 stages of learning). The students were able to use cooperative learning and demonstration to teach one another.
From never have done yoga, I thought this was a great experience and great first couple lessons. However we did not have more lessosns after this because of matt room bookings and other things that were taking away from our PE time during this 3 week internship.
What I would have liked to do was some summative assessments based on what they have learnt with more lessons obviously.
I would have liked at least 5-6 more classes where I could have touched base on more yoga moves, types, originalities, etc… Then I would have either liked the students to demonstrate some type of sequence with breathing as a summative grade mark. And or… I would have liked to give a short answer test based on what they have learnt… like name three sitting poses, name two sequences and from those sequences two types of moves…

So Im hoping in internship that I will get as much time as I want with yoga and to be able to further my assessments. I think because of the short period of time it was hard to get through all that I wanted, but what I did get through really helped with becoming more confident in teaching about.

assessment in YOGA

When my pre-intern and I taught yoga in our Wellness 10 class, we used a lot of formative assessment. We decided that based on pre-assessing that 95% of a class of 23 girls who had not done yoga before, we decided we wanted to assess based on engagement. The first yoga class that we were teaching was based around introducing basic beginner yoga moves. Our strategy was to have different modifications of each yoga move and also if someone couldn’t do that yoga move they were to go into the child’s pose. During this class, as I said we were focusing on engagement. We had all the students watch both of us teachers at different angels perform the yoga move and then them repeat in the best way possible. We wanted to make sure that they were watching and listening first before they were attempting. As we were going through the yoga moves we came down to the end of the moves, and decided we would play a refreshing game. This game included us teachers saying a pose, and them remembering and performing it. Basically we were doing this so that the students understood that the next day they will be using these moves again. We wanted to make sure they didn’t just think that this lesson was throwing out a bunch of random moves and then not applying them later on. For the most part, we thought 80% of the class remembered some of the basic moves while playing this refreshment game.

Overall, we were able to assess who was engaged in this lesson and who wasn’t. Some of the things we wanted to change for next class was our positioning as teachers for the students. We taught in front of the class where we were positioned in longer depth range. so there was more rows. We found that the students who were in the back were most likely to get off task. So for next class were going to have the students come in… let them think that they will be in the back, but we as teachers are just going to go with the width, where the classroom will rotate basically with less rows and the students who are used to being off task would be closer to the teachers for management purposes.