Practicing teachers: Out of all the formative assessments you utilize in your classroom, which ones have improved your teaching practice? Please analyze the reasons for this improvement.Non-practicin

Non-practicing teachers: Please examine whether your Pre-Service Teacher Education made you ‘assessment literate’, i.e. gave you the ability to create and use valid and reliable assessments as a classroom teacher in order to facilitate, promote, motivate and communicate student learning. personalize your response. References 1. Assessing your teaching effectiveness. (n.d.). British Columbia Institute of Technology.  https://www.bcit.ca/files/ltc/pdf/ja_teacheffect.pdf ‘Assessing your teaching effectiveness’ is a straightforward guide to help teachers assess their effectiveness. 2.  Bovell, M. (2014, February 4). Using student assessment to improve teaching.  Australian Council for Educational Research (ACER).  https://rd.acer.org/article/using-student-assessment-to-improve-teaching ‘Using student assessment to improve teaching’ in this article the author examines how monitoring the learning progress of students also enables teachers monitor and improve their own teaching. 3. DuFour, R. (2014).  What is a professional learning community? Educational Leadership. http://www.allthingsplc.info/files/uploads/DuFourWhatIsAProfessionalLearningCommunity.pdf In ‘What is a professional learning community’ the author the benefits of professional learning communities (PLCs). 4. Marshall, K. (2018). In praise of assessment (done right). Marshallmemo. https://marshallmemo.com/articles/Assessment March 2018.pdf ‘In praise of assessment (done right)’, the author argues that assessment ‘done right’ helps teachers improve learning in real time. 5. Owen, S. (2014). Teacher professional learning communities: going beyond contrived congeniality toward challenging debate and collegial learning and professional growth. Australian Journal of Adult Learning, 54,(2), pp 54-77.   https://files.eric.ed.gov/fulltext/EJ1033925.pdf  ‘Teacher professional learning communities’ offers valuable insights about nurturing more learning-focused PLCs, with significant benefits for teacher professional growth and ultimately for student learning. 6. Rethinking classroom assessment with purpose in mind.  (2006). Western and Northern Canadian Protocol for Collaboration in Education. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf  In this Unit you may need to review Chapter 4, ‘Assessment AS Learning’, pp 41-54, and Read Chapter 7, ‘Building Capacity for Enhancing Classroom Assessment’, pp 75-81. This chapter analyzes how effective professional development occurs in a) daily attention to classroom assessment practices, b) assessment study groups at school, c) assessment learning walks, d) assessment collaboration, etc.  It also argues that the aforementioned professional learning practices require effective leadership in schools and districts. 7. Timperley, H. (2009) Using assessment data for improving teaching practice.   Research Conference. Australian Council for Educational Research (ACER).  https://research.acer.edu.au/cgi/viewcontent.cgi?article=1036

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