Thought Process and Rationale

Thought process and Rationale

The purpose for selecting the test items and essay question that I did was to collect objective information regarding the background knowledge and experiences that the readers bring to the test.  Good readers draw on prior knowledge and experiences to help them understand what they are reading and are able to use that knowledge to make connections.  Teaching students how to connect to the text enables the students to better understand what they are reading. 

Week 3 EDU 645

Learning Outcome: Students will recognize and articulate the value of connecting prior knowledge and new knowledge and experiences to shape and extend understanding. The students will demonstrate prior knowledge of the story, Skippy Jon Jones through class discussion.

Test Item: Teacher will activate prior knowledge by having the class brainstorm information that the students already know about the character Skippy Jon Jones and the books.  The teacher will write all of the information gathered on the board.  The teacher will ask specific memory questions (who, what, when, where) about the text that will direct readers towards the purpose of reading the book. 

Learning Outcome: Students will be able to make Text-to-Text connections between this book and other Judith Shachner books.

Test Item: Read other books by Judith Shachner. After reading the book, write in your reading journal connections between the two books by the author read aloud. This is called a text-to-text connection. Some ways you could make text-to-text connections:

• compare characters, their personalities, and actions
• compare story events and plot lines
• compare lessons, themes, or messages in stories

 Learning Outcome: Students will be able to make Text to Self-connections by thinking of what lessons they learned from the story.

Test Item: The teacher will Model how to write the connection with the following text frame:

Text to Self:
In the book (title) ____________________________________.  __________________ reminded me of when ______________________.

 Review Skippy Jon Jones by Judith Shachner with a picture walk.  Ask students to share any text to self-connections orally.  Guide them to use the format as they speak to make sure the connection is clear AND concise.

Learning Outcome: Students will demonstrate knowledge of similarities and differences by using a Venn diagram to compare and contrast two or more Skippy John Jones books. 

Test Item: Teacher will Model how to compare and contrast items within a book.  Tell students that compare is how you are alike and contrast is how you are different.  Students will label the Venn Diagram.

 

Essay Item

Learning Outcome: Select, synthesize and/or use relevant information within the text to

write a personal response to the text

Test Item: Which part of the story was most interesting or surprising? Use information from the story to support your answer.

Learning Outcomes EDU 645

           It has been some time since I have blogged. I am currently taking classes at Ashford University. I am pursuing my second Master’s Degree in Education with a specialization in the English Language learner.  I am currently in the second week of EDU 645 Learning & Assessment for the 21st Century.

The first step in creating an assessment is to set clear and achievable targets or objectives.  Most classroom instruction takes place with some objective in mind (Kubiszyn & Borich, 2010). The authors state, “any good classroom test begins with your objectives” (Kubiszyn & Borich, 2010).  I agree with this statement.  Educators need to determine exactly what their students should know or be able to accomplish. If educators do not set clear objectives, they will never know if the classroom instruction was successful or not. One way to determine whether the objective has been reached is through a test (Kubiszyn & Borich, 2010).  Educators can construct appropriate assessments if they use observable and directly measurable objectives. 

           

          A complete instructional objective includes; an observable learning outcome, any special conditions under which the behavior must be displayed, and a performance level considered to be indicative of mastery (Kubiszyn & Borich, 2010). An instructional objective must include an action verb that specifies a learning outcome (Kubiszyn & Borich, 2010).   Learning outcomes are ends (products); learning activities are the means (process) to the ends (Kubiszyn & Borich, 2010).  It is crucial that learning outcomes are observable. 

The following is a second grade language arts lesson:

Learning Outcomes

• Students will recognize and articulate the value of connecting prior knowledge and new knowledge and experiences to shape and extend understanding. The students will demonstrate prior knowledge of the story, Skippy Jon Jones through class discussion.

• Students will be able to make Text-to-Text connections between this book and other Judith Shachner books.

• Students will be able to make Text to Self-connections by thinking of what lessons they learned from the story.

•  Students will demonstrate knowledge of similarities and differences by using a Venn diagram to compare and contrast two or more Skippy John Jones books.

  

Works Cited

Kubiszyn, T., & Borich, G. (2010). Educational Testing & Measurement Classroom Application and Practice. Hoboken: John Wiley & Sons, Inc.