Assessment,+Policies,+and+Current+Events+Work+Sample


 * Kaly Warner || Prediction  ||
 * What do you predict will happen to public schools in the US after the school year, ’13-’14? Explain. ||
 * Williams, J. (2010, December). //Taking on the Role of Questioner: Revisiting Reciprocal Teaching.// The Reading Teacher, 64//(4), 278–281.// ||


 * Kaly Warner || Guiding Question  ||
 * What are some of the consequences that happen if public schools don’t make their AYP? ||
 * Prensky, M. R. (2010). //Teaching Digital Natives: Partnering for Real Learning// (pp. 86-90). N.p.: Marc Prensky. ||


 * Kaly Warner || Higher Order  ||
 * What are some strategies for conducting effective formative assessments that you could create? Explain why they would be effective. ||
 * Zawilinski, L. (2009, May). HOT Blogging: A Framework for Blogging to Promote Higher Order Thinking. //International Reading Association//, 650-661. ||


 * Kaly Warner || QtA (Questioning the Author)  ||
 * Has the author included enough information about peer assessment to rule it out as a strategy for learning and improving one’s own work? Explain. ||
 * Parris, S. R. (2009). //Adolescent literacy, field tested: effective solutions for every classroom// (pp. 228-238). N.p.: International Reading Association, Inc. ||


 * Kaly Warner || Level 4: Analyzing  ||
 * What are the different benefits students can gain from self-assessment? ||
 * Edupress EP 729, //Quick Flip Questions for the Revised Bloom’s Taxonomy//. ||


 * Kaly Warner || Author and Me  ||
 * Imagine you have a student whose learning goals include, “To be able to identify the different parts of and become proficient in writing out the different parts of the scientific method.” However, even after two weeks of working on this goal, the student is still having trouble. How could you use the process of formative assessment to help this student reach his learning goals? ||
 * Raphael, T., & Au, K. (2005, November). QAR: Enhancing Comprehension and Test Taking Across Grades and Content Areas. //International Reading Association//, //59//(3), 206-221. ||


 * 3 things that you have learned about teaching students to gather their own data || Teaching students to gather their own data will help them become more self-sufficient. ||
 * ^  || This skill will also increase their analytical skills as well as their self-assessment skills. ||
 * ^  || Students who assess their own performance on a given task are more likely to perform better on the same task than if they had assessed the performance of a peer. ||
 * 3 things you have noted at your partner school related to student data use (based on your observations and interviews), || Teachers are constantly having meetings to discuss ways to improve data. ||
 * ^  || Most of the concern around data seems to fall upon how to improve the scores of students with disabilities. ||
 * ^  || Some teachers have been able to improve student achievement, while others have not. The principal thinks this is due to those teacher’s successful teaching strategies and use of resources and other teachers’ failure in those regards. ||
 * 3 specific things you plan to establish in your own classroom to begin the process of teaching your students to collect and analyze their data. || Set up student file folders (either tangible or scanned to online files) where I can store student work, and view student growth over time. ||
 * ^  || Establish learning goals for each unit with each student and use formative assessment procedures to record student progress towards that goal. Those records will also go in the students’ files. ||
 * ^  || Make sure to establish clear routines for goal setting and self-assessment so as to maximize the amount of time spent on the learning process. ||