Using Assessment to Provide Feedback to Students

6.4 Using Assessment to Provide Feedback to Students – teacher’s feedback to students is timely and of consistently high quality. To me, 6.4 will require a teacher’s ability to pinpoint students’ strengths and identify areas for improvement in a positive manner that doesn’t negatively affect their student’s ego. High-quality feedback should reflect a growth mindset rather than an ego mindset where students question their ability or effort, which can be ineffective to their learning. Feedback should push student thinking forward rather than cause an emotional reaction. With a growth mindset in mind, I follow Taylor & Nole

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Figure 1

n (2008) suggestion of using portfolios as a means to provide timely and effective feedback. Portfolios allow teachers to see how much their students have learned over a period of time because the student’s work is only being compared to their former abilities. Figure 1 shows an example of effective teacher feedback dialogue as well as a rationale for giving feedback in both oral and written format for process portfolios. Ms. Stone illustrated encouraging and effective feedback with Tony by directing her towards specific things to think about rather than just editing the report without explanation. The feedback was effective because the teacher held a continuous conversation with Tony throughout her process portfolio which limits any misconceptions on the assignment and gave her timely support on how to write a report. Presenting feedback in a timely manner that allows student reflection and revision is important because otherwise the students will have moved on with either faulty understanding or feel that the teachers don’t value their effort. This evidence illustrates how continuous feedback over a course of a student’s portfolio can result in increased mastery of subject as well as motivation when they see how much they have improved. It’s important to use feedback as a way to engage student’s ideas and help them reflect on their growth throughout the process portfolio. This evidence also taught me that portfolios provide more help to students with disabilities or students who are struggling with English because it allows for more frequent feedback and scaffolding. To increase the effectiveness of process portfolios, I would require students to include peer edit drafts of their work as well as evidence that they listened to their peers’ feedback, which the teacher would then comment on. Process portfolios would then be an excellent addition to parent conference meetings because it illustrates students’ individual growth as well as the teacher’s commitment towards their student’s learning goals.

 

Learning Environment

  1. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being – this entails being responsible for reporting any suspected child abuse, youth violence, and neglect as soon as possible so the children can be protected from further harm. Students should feel secure and comfortable in their classrooms and to ensure their safety, teachers’ need to keep a watchful eye out for any unusual behavior because as mandated reporters we play a critical role in preventing any future harm to children. Figure 1, Responding to the Child, illustrates the “Do” and “Do Not” tips on how to respond to a child who reports being abused or neglected, which is important to know if you’re trying to foster and manage a safe and inclusive learning environment.
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    Figure 1

    This information is important because it gives new teachers practical tips on how to deal with a child reporting abuse or neglect. For instance, the tip on keeping tact and composure present throughout the conversation is essential in helping the child feel secure and calm because the last thing we want is for the child to feel at fault in anyway or form. Reading these tips can prepare teachers on how to effectively speak and act if presented with a child abuse report. My mentor teacher dealt with a child abuse issue which she reported to the school counselor who had an account with CPS who checked in on the student. This incident was also reported to the school principal. This teacher also has experience reporting a neglect issue last year when a child was suspected of being malnourished in regards to a lack of food. With help from the counselor, she was able to talk to the parents to find out that they couldn’t afford food so they helped the family get connected with Food Banks and Pantries. All educators are mandated to report suspected abuse. The protocol and process for reporting suspected child abuse are to inform the school’s principal and counselor because they will be in charge of contacting CPS within a 48-hour time frame. The teacher who reported the suspected abuse will also be required to document the incidence in writing by noting any information that is relevant, such as child’s name, nature of abuse, evidence, and if possible the identity of the perpetrator. Trust in the classroom occurs when teachers create a classroom environment based on inclusion and warmth. Students are more likely to open up to teachers when their classrooms invoke feelings of safety and kindness. Trust is something teachers have to earn so it’s important to create a relationship with your students, a relationship based off of respect and understanding. A comfortable atmosphere will motivate students to be active learners as well as encourage them to voice their opinions in a safe environment. For example, having the class help decorate the room with student posters that reflects their positive attributes will create a sense of belonging in the classroom. Through this comfortable atmosphere students will be able to express their thoughts in a low-anxiety environment through positive teacher-student and student-student interactions.