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Discussion1 :
Chapter 10 focuses on a topic not often considered by most educato
Discussion1 :
Chapter 10 focuses on a topic not often considered by most educators —that is, the promotion of selected affective goals by teachers. Your charge is to generate a brief three-focus stance in which you support the proposition that affective instructional goals should be pursued in your school and that an integral element in such pursuit should be the assessment of students’ affect. In 400 words or less, your position statement should address (1) why you endorse affective assessment, (2) how you think students’ affect should be measured, and (3) what the impact of such assessment will be on your school’s instructional program. After you’ve submitted your response, I will post an illustrative response, which is intended to represent an appropriate response that will also help you judge the appropriateness of your own response. Consider the following:
Imagine that your school is considering whether or not to add affective goals to the instructional program. Several brief, spontaneous discussions have centered on this issue, but the topic has never been placed on a faculty-meeting agenda —until now. You are undecided, but you agree to provide a positive-highlights position-statement regarding the promotion of affective outcomes and at least some amount of classroom affective assessment by each teacher. Another undecided teacher, Lee Nguyen, agrees to write a similarly brief negative-highlights analysis. In this, Mr. Nguyen will express that the key counterpoint to affective assessment is that it doesn’t really matter what students think about what they’re learning, so long as they’re learning. These analyses will be circulated to the faculty a week before next month’s faculty meeting. At that meeting, an hour will be devoted to the issue in an attempt to reach a faculty-endorsed policy regarding affective instruction and assessment in your school.
Discussion 2:
Review the Popham chapter 9.
Collect any aha moments, questions, concerns, or ideas on the topic.
Evaluate the importance and relevance of the assessment topic regarding your grade-level or content learners, PLC, and school. (This component is of great value; your insights and experiences should be shared in the discussion to help us all grow.)
Post your thoughts, ideas, and concerns remaining on this assessment topic, including your view of this topic from your grade level or content lens.
Read and respond to two (2) colleagues’ posts.
Be sure to include textual support for your ideas from our readings/lectures, as well as an APA-formatted references list. Respond to at least 2 of your class colleagues with posts exploring their ideas/applications further or ask probing questions.
Discussion 3:
Do you have a general idea of how classroom teachers can improve their tests? This task requires that you have a sufficient understanding of two common test-improvement strategies long —one judgmental and one empirical —and can identify flawed applications of those strategies. After you’ve submitted your response, I will post an illustrative response, which is intended to represent an appropriate response that will also help you judge the appropriateness of your own response. Consider the following:
Imagine that you are a member of a small professional learning community (PLC) at your middle school —a PLC whose focus is on improving the instructional skills of its 11 members. The group meets every other week for 90 minutes. Each PLC member has agreed to do some research on a PLC-designated topic, then provide a summary of that research to the whole group —orally or in writing.Two weeks ago, you were asked to do some reading about how to improve teachers’ classroom tests. You have decided to develop a brief explanation of what is involved in (1) judgmentally based test improvement and (2) empirically based test improvement. You intend to circulate a written description of these two test-improvement strategies to all TLC members at least three days before your next meeting.
Using no more than 400 words, describe the essence of each strategy (i.e., no more than 200 words per strategy).
Discussion 4:
Review the Popham chapter 12.
Collect any aha moments, questions, concerns, or ideas on the topic.
Evaluate the importance and relevance of the assessment topic regarding your grade-level or content learners, PLC, and school. (This component is of great value; your insights and experiences should be shared in the discussion to help us all grow.)
Post your thoughts, ideas, and concerns remaining on this assessment topic, including your view of this topic from your grade level or content lens.
Read and respond to two (2) colleagues’ posts.
Be sure to include textual support for your ideas from our readings/lectures, as well as an APA-formatted references list. Respond to at least 2 of your class colleagues with posts exploring their ideas/applications further or ask probing questions.
Be sure to post your initial entry early in the week, no later than midnight on Wednesdays, so there is sufficient time for peer responses by Sunday. The discussion grading rubric can be found by clicking the three dots in the top right corner of the discussion and selecting “Show Rubric.”
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