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Module 7 Reflection

The document is a reflection from a teacher on their learning in a course about developing authentic assessments. The teacher learned about the purpose of formative and summative assessments and the importance of clear learning targets and meaningful feedback. A key takeaway was the power of formative assessments to guide instruction and support student learning. The teacher plans to incorporate learning targets, alter current assessments to improve quality, and implement more formative assessments to guide future instruction.

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280 views

Module 7 Reflection

The document is a reflection from a teacher on their learning in a course about developing authentic assessments. The teacher learned about the purpose of formative and summative assessments and the importance of clear learning targets and meaningful feedback. A key takeaway was the power of formative assessments to guide instruction and support student learning. The teacher plans to incorporate learning targets, alter current assessments to improve quality, and implement more formative assessments to guide future instruction.

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api-555211634
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Module 7: Course Reflection

By: Scotti Hanf, 2nd Grade Teacher


Impactful Concepts
Throughout the course, ED 887 Developing Authentic Assessments, I have learned about the
purpose and significance of the different forms of authentic assessments and how to develop
assessments that will best support teaching and learning. I have learned the major differences between
summative and formative assessments, the importance of learning targets, and all things regarding
meaningful feedback.
Prior to this course, I did not give much thought into the assessments I was administering to my
students and felt satisfied with that I was currently doing. This course has opened my eyes to the term
“authentic assessments” and the knowledge that I have attained will be an instrumental component
toward my outlook on assessments in the future. One of the biggest take away that I have from this
course is power of formative assessments and how they set the foundation for summative assessments.
Chappuis & Stiggins (2020) explains that an overwhelming preponderance of research supports a robust
role for assessment during learning, woven throughout teaching, to guide instructional next steps for
both the teacher and the student. The data alone is reason enough for me to invest my time in
incorporating intentional formative assessments in the future.
Another key concept that I learned from this course is the importance of establishing clear
learning targets and communicating them with the students. Chappuis & Stiggins (2020) states that
learning targets must be clear to us by classifying them and by deconstructing complex content
standards into underpinning learning targets that guide day-to-day instruction. Throughout college we
learned about learning objectives that they should be displayed somewhere in the classroom so that
students, administration, and teachers could see it. That was basically the extent of it and it hardly ever
was properly executed. Developing clear learning targets and appropriately communicate them with
students will be a crucial component to student success and meaningful learning.
All throughout my education, I have loved getting feedback from my teachers and I would
eagerly wait to check my grades, no matter the subject. I realize that I craved hearing feedback because
it was the only indicator of how I was doing in the class due to the fact that there was no other feedback
loop with my teachers than the gradebook. This course has caused me to see the realization and it has
helped me to see the importance of giving frequently and effective feedback to my students. Chappuis
& Stiggins (2020) reminds us that effective feedback directs attention to the intended learning, occurs
during the learning process, addresses partial understanding, and limits correctives depending on the
amount of time given to students. I will remember these characteristics when determining when and
how to give feedback to my students in the future.
Changes to Improve Assessments
The changes that I will make to improve on classroom assessment is creating meaningful
learning targets for upcoming units, communicating them with my students, and create a visual of the
learning targets so that I can easily refer to them as the learning processes. Another change I will make
is looking at our current assessments and alter them so that they include the five keys to classroom
assessment quality as mentioned in our textbook. Finally, I plan to implement more formative
assessments and use that data to guide future instruction. I think that if I can successfully implement
these things, my teaching will be more effective and my students will be more successful!
References
Chappuis R, J. and Stiggins, R. (2020). Classroom Assessment for Student Learning. New York: Pearson
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