Question

Can you explain these 8 assessment cycle in your own words?
Observing student performance

Designing instruction

Pre-assessing students

Analyzing pre-assessment data and observations

Delivering instruction

Post-assessing students

Analyzing post-assessment data

Providing feedback to students and other stakeholders.

Answer 1

observing students  performance-

Observation is a powerful technique to understand what a student knows and what he/she could do to improve. Finding time to observe a student may seem difficult, but just two minutes of observation can yield sufficient information to provide valuable, constructive feedback.

Here we provide suggestions and strategies for assessing student learning and performance as well as ways to clarify your expectations and performance criteria to students.

1. Creating assignments.
2. Creating exams.
3. Using classroom assessment techniques.
4. Using concept maps.
5. Using concept tests.
6. Assessing group work.

Designing instruction-

Instructional design is a systematic way of thinking about, planning and creating instructional opportunities. It takes into consideration: content characteristics, learners' needs and preferences, features of the classroom and institutional environment, and availability of resources.

Instructional Design Process: A Step-By-Step Guide

• Step 1: Analyze Requirements. Analysis is perhaps the most important step of the Instructional Design process. ...
• Step 2: Identify Learning Objectives. ...
• Step 3: Develop Design. ...
• Step 4: Create A Storyboard. ...
• Step 5: Develop Prototype. ...
• Step 6: Develop Training. ...
• Step 7: Deliver Training. ...
• Step 8: Evaluate Impact.

Pre-assessing students-

Here are some other pre-assessment methods to consider:

1. Anticipation journals.
2. Drawing related to topic or content.
3. Game activities.
4. Graphic organizers.
5. Guess Box.
6. Informational surveys/Questionnaires/Inventories.
7. Initiating activities.
8. Journals.

Analyzing pre-assessment data and observations-

When you do your student teaching, you will be required to give a pretest before beginning your unit of instruction. However, at Level II you do not teach long enough to justify the time needed for a pretest. Therefore, your pre-assessment data will come through other sources, primarily through observation. Below are three sources of information regarding your students’ previous knowledge.
1. At level II, the primary way to pre-assess your students is by observing them. You can gather the most information when they are actively engaged with writing, discussing, working in groups, or creating a project. So pay particular attention during your field experience when you see students are actively engaged. That is when their strengths and weaknesses as learners are most likely to be visible.
2. You may look at any tests or products of their work that may available. If they are not available, this is not a requirement.
3. Another source of information is your PLS instructor. She has been working with the students since the beginning of the year and therefore has accumulated information about the students that will be helpful when designing your lesson.

Delivering instruction-

Delivery of Instruction

1. 1) Decide on Your Delivery Method. ...
2. 2) Hook the Students into the Lesson. ...
3. 3) Give Clear Directions. ...
4. 4) Question, Allow Wait Time, Use Random Selection. ...
5. 5) Be Aware of Your Pacing, Variety and Enthusiasm. ...
6. 6) Use Formative Assessments for Evaluation and Reflection.

How to Give Kids Effective Instructions

1. Be direct. Make statements rather than asking questions: “Please sit down,” as opposed to “Are you ready to get out your homework?”
2. Be close. ...
3. Use clear and specific commands. ...
4. Give age-appropriate instructions. ...
5. Give instructions one at a time. ...
6. Keep explanations simple. ...
7. Give kids time to process.

Post-assessing students-

As teachers, we often hear about the importance of assessment. Often, we think of assessment as something that can inform our instruction. By assessing students, we learn about what they know and do not know and find starting points for our curriculum.

At the same time, assessment is also something that can happen subsequent to teaching. This kind of assessment, usually known as a post-assessment, should serve two purposes:

• Post-assessments help us evaluate our own teaching, looking for trends in what we did and did not communicate well to our students.
• Post-assessments help us target students who will need to review material before they are able to take on new courses of study.

Of course, we also sometimes use post-assessments to help us evaluate students for report cards or parent teacher conferences, depending on the specifics of our circumstances.

The activities in this lesson are general post-assessment activities that can be customized to meet the needs of different groups of students and the specifics of different subject areas.

Analyzing post-assessment data-

Analyzing data includes determining how to organize, synthesize, interrelate, compare, and present the assessment results. These decisions are guided by what assessmentquestions are asked, the types of data that are available, as well as the needs and wants of the audience/stakeholders.

The Best Ways to Analyze and Interpret Assessment Information

1. Present the data in relation to the program's identified goals and objectives.
2. Use qualitative and quantitative methods to present a well-balanced picture of the assessment goals and driving questions.

Providing feedback to students and other stakeholders-

For assessment to fill an educational role, students must see the results generated by assessment as valuable, and actively engage with this feedback in order to support learning. Few studies include examinees as stakeholders in validation beyond general notions of acceptability. Here, we explore students as stakeholders in the validation of a newly implemented assessment.A student-relevant validity framework based on the unified theory of validity was created and adapted to a survey format. Likert-style items were used to examine first- and second-year medical students’ perceptions of a new cumulative assessment, with several open-ended items.