Taylor's blog

This week's learning was kind of confusing for me, but as we talked more about it I understood it more. We spent these weeks talking about concepts in measurement and how that all relates to us as teachers when it comes to assessing our students. We focused on more of the statistical concepts. We looked at a score report and just the different elements that go into that then we got into the basic terms of population, sample, and norming. These are all terms that go with standardized assessments. The population is the whole group that would be tested for typical performance using an instrument so this would be all 7 year old taking a test. Then, a sample would be a portion of that population so the people that are included in the testing/ study. Norming is the typical performance of a group on the achievement of something. We also learned the difference between norm-referenced tests and criterion tests. Norm-referenced is just a bend compared to what the “norm” is of that age or gro...

When it comes to lesson planning we have to make sure that our standards, objectives, instructional activities, and assessments are all aligned. This is important because if we do not do that then we are basically not referring back to our main point of what we are trying to get kids to learn and leading them down a path that is confusing. So in order to align all these components we need to work backward and create the assessment first so that we get what we want the main point to be and so then it allows us to align lessons and activities to what we want to get out of the students. When it comes to aligning the standards, objectives, and assessment, you will start with the standard and then creates the objective from that. For example, you have the standard, represent and solve problems involving adding and subtracting within 20 and for an objective, you could write: Students will be able to: Create, problems involving addition and subtraction, independently, within numbers 1 and 20,...