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  • Analysisofstudentlearning

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    api-285348265
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    Figurative language goal is dissected further in this section. Not present (NP) students had alluded to the goal or had even completed aspects of the goal without realization in practice. Proficient (P) students are mostly completing the goal in practice although it may not be used as effectively as it could or slightly incorrectly. Outstanding (O) students are able to explain most if not all of the aspects to the goal.

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    Figurative language goal is dissected further in this section. Not present (NP) students had alluded to the goal or had even completed aspects of the goal without realization in practice. Proficient (P) students are mostly completing the goal in practice although it may not be used as effectively as it could or slightly incorrectly. Outstanding (O) students are able to explain most if not all of the aspects to the goal.

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    Unduh sebagai PDF, TXT atau baca online dari Scribd
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    34 tayangan6 halaman

    Analysisofstudentlearning

    Diunggah oleh

    api-285348265
    Figurative language goal is dissected further in this section. Not present (NP) students had alluded to the goal or had even completed aspects of the goal without realization in practice. Proficient (P) students are mostly completing the goal in practice although it may not be used as effectively as it could or slightly incorrectly. Outstanding (O) students are able to explain most if not all of the aspects to the goal.

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    © All Rights Reserved
    Unduh sebagai PDF, TXT atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    dari 6

    1

    ColbyHill
    AnalysisofStudentLearning

    Atthebeginningofthesemester,Ichosemytwobiggestassessmentstobewithinthe
    techniquesweweregoingtobeusing,thesmileytricksastheauthorreferredtothemas
    andfigurativelanguage.Thetechniquesweredeterminedwithinthefirstsamplepieceof
    writingtheygamemethatfollowedthecomicstheyhadcreated.Thisishowflowwas
    determinedaswell.Thefigurativelanguagegoalisdissectedfurtherinthissectionandis
    wherethediagnosisbelowcomesfrom.
    HereistheresultsIhadfromthepreassessment:
    Notpresent(NP)
    Emerging/Basic(E)Studentshadalludedtothegoalorhadevencompletedaspectsofthe
    goalwithoutrealizationinpractice.Studentsmayhavebeenattemptingtocompletethegoal
    butwerecompletinginanincorrectmanner.

    Proficient(P)Studentsaremostlycompletingthegoalinpracticealthoughitmaynotbe
    usedaseffectivelyasitcouldorslightlyincorrectly.Studentsareabletoexplain/definesome
    oftheaspectstothegoal

    Outstanding(O)Studentsarecompletingthegoaleffectivelyinpracticeandareableto
    explainmostifnotalloftheaspectstothegoa.
    l
    Student

    Goal#1(Techniques)

    Goal#2(FigurativeLanguage)

    Goal#3(Flow)

    NP

    NP

    NP

    NP

    NP

    NP

    Thefinalassessmentwiththewritingincludesanoverallincreaseinwritingflowand
    usageoftheskillswehaddiscussed.Wehadtalkedabouthowusingeachofthetechniques
    isnotalwaysthebestwaytowrite,buttheyarecommontechniquesthatareusedbyauthors
    aroundtheworld.Still,thereisauthorschoiceandhowtheywouldliketoseetheirwriting.I
    dontthinkIhaveeverseenahyphenatedmodifierinaStephenKingnovel.Inordertotellthe
    differences,Ihadtousethepreassessmentsandthencreatethegradeintheformative
    assessment.Thesummativeassessmentsthroughoutwereallconferences.Iconferenced
    withstudentsalot,duringthewritingperiod,studyhalls,orconnections(whichisthe
    homeroomtwentyminuteperiod).

    PostFormativeAssessment:
    Notpresent(NP)
    Emerging/Basic(E)
    Proficient(P)
    Outstanding(O)

    Student

    Goal#1(Techniques)

    Goal#2(FigurativeLanguage)

    Goal#3(Flow)

    Ithinkwhencomparingthefinalwritingandwhatledtoitwiththefirstwritingthe
    studentsgavemeshowsadifference.Forsomeitmaybeminimal,othersalot.Thatminimal
    stepweseemayhavebeenhugeforthatparticularstudent(andinmyopinionis).

    FigurativeLanguage
    Student

    Pre

    SummativePost

    FormativePost(see
    belownarrative)

    2(Nodefinitions)

    7(somedefinitions)

    5(+definitions

    2(Nodefinitions)

    8(Nodefinitions)

    6(+definitions)

    1(Nodefinitions)

    1(Nodefinitions)

    5(+definitions)

    4(Nodefinitions)

    6(Nodefinitions)

    7(+definitions)

    5(+definitions)

    7(somedefinitions)

    7(+definitions)

    8(somedefinitions) 8(somedefinitions)

    8(+definitions)

    2(nodefinitions)

    (absent)

    5(+definitions)

    8(+definitions)

    6(+definitions)

    7(+definitions)

    7(+definitions)

    Blankanswersareforthosewhokepttheirpaperafter.

    ThepreassessmentwaswhenIaskedstudentstobrainstormandgivemefigurative
    languageexamples.
    ThesummativepostiswhenIaskedstudentsthreeweekslatertowritedown
    examplestheycouldrememberalongwithspecificexamplesforthattypeoffigurative
    language.
    FormativepostisONLYanswerthathaddefinitionsfollowingthem,notjusta
    brainstormoftheexamplestheycouldthinkof.
    Whatisimportanttorememberhereisthatthefirsttwocolumnsalsoaccountforfigure
    languagethatwasbrainstormedevenwithoutthedefinitionsfollowingit,whilethefinal
    columnrepresentsthenumberthatonlyhaddefinitionsbyit.Thisnumberalsorepresentsthe
    usageoridentificationofitwithinwritingwhichistheultimategoal.Itgoesbeyondwritingit
    downandgivingthedefinitionitisbeingusedinpractice.Animprovementineachone.

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