Reflective Journal #8

Description

In this chapter, Slavin describes the importance of evaluation and how student learning is evaluated. Slavin states, “Evaluation, or assessment, consists of all the means used in schools to formally measure student performance” (Lloyd et al., 2013; McMillan, 2011; Popham, 2014; Waugh & Gronlund, 2013; Slavin, 2018, p. 348).  

Analysis

            Evaluations can be based on quizzes, tests, written evaluations, and grades. While many evaluations focus on academic achievement, they can differ among age groups. For example, elementary schools may provide descriptions such as “follows directions,” “listens attentively,” “works well with others,” and “uses time wisely” (Slavin, 2018, p. 348). In middle and high school, student descriptions may be “works up to ability,” “is prepared,” and “is responsible” (Slavin, 2018, p. 348). The importance of evaluations, or assessments, serve the teacher, student, and parents. According to Waugh & Gronlund (2013), student evaluations serve six primary purposes:

1.     Feedback to students

2.     Feedback to teachers

3.     Information to parents

4.     Information for selection and certification

5.     Information for accountability

6.     Incentives to increase student effort

Evaluation as feedback is important for both teachers and students because it lets the teacher know if their instruction was affective and lets the students know if they fully grasped the concept. Slavin states that regular evaluations give students feedback on their strength and weaknesses (Slavin, 2018, p. 349). For feedback to be useful, evaluations should be as specific as possible so students know and understand exactly what they did right and/or wrong in their work. For teachers, brief but frequent quizzes, writing assignments, and other student products are necessary to provide more detailed indications of students’ progress (Slavin, 2018, p. 349). It’s important that through evaluations, teachers are able to understand students’ thinking and thought process and determine any misconceptions students may have. McTighe & Curtis (2015), Mertler (2014), and Schimmer (2016) found that evaluations also give information to the principal and the school as a whole, which can be used to guide overall reform efforts by identifying where schools or subgroups within schools are in need of improvement.

Evaluations can be used as information to parents, for selection, and for accountability. Evaluations keep parents informed of their student’s achievement in school. If their child is struggling in an area, they are able to assist at home to help their child improve. Evaluations serve as information for selection in many ways. Students are grouped based on their abilities. Students are selection into the gifted and talented program based on evaluations. As students move from grade to grade, they can be placed in certain classes based on their achievement in certain areas. They are used by colleges to see who they should accept. Even after graduating college, evaluations are used for promotion in different career fields. Evaluations as information for accountability include data for evaluating teachers, schools, districts, and states. Statewide testing allows states to rank every school in terms of student performance (Banks, 2012; Miller, Linn, & Gronlund, 2013, Slavin, 2018, p. 350).

Finally, evaluations can be used as an incentive. Incentives motivate students to do their very best work. High grades, stars, and prizes can be given as rewards for good work. Slavin also states that students value grades and prizes primarily because their parents value them (Slavin, 2018, p. 350).

Assessments can be formative or summative. A formative evaluation is designed to tell teachers whether additional instruction is needed and to tell students whether additional learning is needed (Gewertz, 2015; Heritage, 2011; Higgins, 2014; Marzano et al., 2013; Tomlinson & Moon, 2013; Slavin, 2018, p. 350). Formative evaluations can be quick and done anytime throughout a lesson. They can be in the form or quizzes, oral or brief written learning probes, or by listening to students during group work. Summative evaluations refer to tests of student knowledge at the end of instructional units (Slavin, 2018, p. 350). These evaluations may not be frequent but must be reliable and should allow for comparisons among students. They should also relate to course objectives and tied to formative evaluations.

Students’ scores can be interpreted in two ways, norm-referenced and criterion-referenced. Norm-referenced evaluations focus on comparisons of a student’s scores with those of other students (Slavin, 2018, p. 350). For example, students may be compared to other students in their class based on their grades. Criterion-referenced interpretations focus on assessing students’ mastery of specific skills, regardless of how other students did on the same skills (Slavin, 2018, p. 350). Formative evaluations are almost always criterion-referenced because teachers are checking to see if students are grasping a particular concept. Summative evaluations can be norm-referenced and criterion-referenced because teachers are able to see how well students did on different concepts and how well they did compared to other students in the class.

Different types of evaluations should be used for different purposes. Slavin states, “As a minimum, two types of evaluation should be used: one directed at providing incentive and feedback, and the other directed at ranking individual students relative to the lager group (Slavin, 2018, p. 351).

Traditional grades as incentives are often inadequate due to the fact that grades are given too infrequently, are too far removed in time from the student performance, and are poorly tied to specific student behaviors (Slavin, 2018, p. 351). Research from Duckor (2014), Tomlinson (2014a), and Wiggins (2012) found that achievement is higher in classrooms where students receive immediate feedback on their quizzes than in classrooms where feedback is delayed. Another reason why grades as incentives are not ideal is because high achievers may find it too easy and not do their best work, and low achievers might find it too difficult and give up. Because of these reasons, Slavin suggests that traditional grades should be supplemented by evaluations that are better designed for incentive and feedback (Slavin, 2018, p. 351).

Evaluations are used to compare students with other students so parents and students can have a realistic picture as to where they fall among their peers. Students also need to see where their strengths and weaknesses lie so they are able to make decisions about their futures. Slavin (2018, p. 352) states, “To be fair, comparative evaluations and other summative assessments of student performance must be firmly based on the objectives established at the beginning of the course and consistent with the formative incentive/feedback evaluations in format as well.” It would not be fair for a teacher to use essay questions on a summative test if the formative tests leading up to the summative were not also essay questions. It is also important that teachers collect summative evaluation information as students complete instructional units, as well as to use major unit and final tests.

Overall, evaluations are important for both teachers and students. Teachers can use evaluations to ensure their instruction is effective. They can also use evaluations to group students based on their performance. Students can use evaluations to see how well they are mastering concepts and where they fall among other students in their class/grade.   

Reflection

What does this concept mean to you?

How do you feel about his concept?

How is this concept significant concerning the context of your classroom?

How might you use what you learned to become a better teacher?

            When I was a student, I couldn’t wait to get my assignments back so I could see the grades I made. I also wanted to compare my grades to my friends’. I was always excited to get my report card because I couldn’t wait to show my parents. My incentive as I got older, was $20 for every A I received on my report card. Even when I got to college, my mom would surprise me with something if I got good grades, especially following a semester where I really struggled. While good grades were always a good enough incentive for me to do my best, prizes and rewards helped when I would lose motivation.

            As a teacher, I use evaluations to see where my students are in regards to what we are learning in class. I also use them to ensure what I am doing is effective. One thing I need to be better at is giving my students evaluations with feedback within a timely manner. I would get so caught up with other things I needed to do for school that I would forget all about the feedback on evaluations. This did not benefit me or my students. I think one thing I can do to get better at this, is focusing on the “brief” part of formative evaluations. This way, it is quick for students to do and quick for me to look at, review, give feedback, and return to students in a timely manner.

            One thing that really stuck out to me while reading this chapter is Tileston & Darling’s (2008) example, “if the summative test uses essay questions, then the formative tests leading up to it should also include essay questions” (Slavin, 2018, p. 352). When I was taking a math class in college, my professor made us use this program on our computer to complete all of our assignments. He taught us how to do everything through this program. When we got to the final, we were no longer allowed to use the program, but had to complete it by hand. I was so confused because we had never done any of the work in his class by hand. I kept thinking to myself, If he wanted us to complete our final exam by hand then he should have taught us how to do this by hand instead of through this computer program. It is important that students are given the same type of questions or evaluations that they will see on a summative evaluation.

            One thing I love to use evaluations for is when I meet with parents. I want them to be able to see and understand how their student is doing in my class. I want them to know their child’s strength and weaknesses and what they can be doing at home to help them grow. Parents are typically very appreciative of this information and gain an idea of where their child stands among their peers. For example, I will tell them where their child should be in the sixth grade and where their child actually is, whether it be above or below grade level.

            While I do use some forms of evaluation, I want to focus on using multiple evaluations and making them brief so I am able to give students feedback in a timely manner. This will benefit me and my students. I would also like to keep track of their evaluations so I can determine how well they are progressing and so students can see their progress as well. I am hoping this will motivate students to keep moving forward and working hard in school rather than slacking off and falling behind.  

Reference

Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). NY, NY: Pearson.

Reflective Journal #7

Description

In this chapter, Slavin describes the practices that contribute to effective classroom management. Classroom management is defined as the methods used to organize classroom activities, instruction, physical structure, and other features to make effective use of time; to create a happy and productive learning environment; and to minimize behavior problems and other disruptions (Slavin, 2018, p. 439). Slavin also includes different strategies for managing routine misbehavior in the classroom.

Analysis

            In order to implement effective classroom management, Slavin suggests starting the year properly, arranging the classroom for effective instruction, setting class rules and procedures, and making expectations of conduct clear to students (Curwin, 2013; Emmer & Evertson, 2012; Evertson & Emmer, 2013; Wentzel & Brophy, 2014; Slavin, 2018, p. 278). When conducting effective classroom management, consistency is key. Teachers whose classes were on task for the majority of the school year most likely engaged in the following during the first few days of school:

·       Have clear, specific plan for introducing students to classroom rules and procedures, and spend as many days as necessary carrying out their plan until students know how to execute the rules and procedures properly.

·       Work with the whole class initially, remain involved with the whole class at all times, rarely leaving students without something to do or without supervision.

·       Spend extra time during the first days of school introducing procedures and discussing class rules.

·       Teach students specific procedures.

·       Use simple, enjoyable tasks as first activities. Materials are well prepared, clearly presented, and varied. Ask students to get right to work on the first day of school and give them instructions on procedures gradually, to avoid overloading them with too much information at a time.

·       Respond immediately to stop any misbehavior.

(Curwin, 2013; Evertson & Emmer, 2013; Weinstein & Mignano, 2007; Wong & Wong, 2004; Slavin, 2018, p. 278)

            Curwin (2013) presents three principles to govern setting class rules at the beginning of the school year. 1) Class rules should be few in number. 2) Class rules should make sense and be seen as fair by students. 3) Class rules should be clearly explained and deliberately taught to students (Curwin, 2013; Slavin, 2018, p. 279). Class rules can be generated with the help of the students or the teacher may give students a set of rules and ask them to provide examples of the rules. When the entire class is able to come up with and discuss rules that are to be followed in class, they feel as if their voice has been heard and it’s not just the teacher giving them his/her rules without the voice of the students.

            To prevent routine misbehaviors, teachers should plan effective lessons and make good use of class time. If students are engaged and teachers are continually moving through the lesson and into student work sessions, students are more likely to remain on task and less likely to misbehave. While these two measures are important for preventing misbehaviors in the classroom, it is still important to have strategies for dealing with problems when they do occur (Bender, 2015; Charles, Senter, & Charles, 2014; Korpershoek et al., 2016; Losen, 2015; WWC, 2014b; Slavin, 2018, p. 280).

            Slavin states, “Many studies have found that the amount of time spent disciplining students is negatively related to student achievement” (Slavin, 2018, p. 280). It is important to deal with misbehaviors immediately and without disrupting the lesson. There are seven strategies used to correct behavior with the simplest intervention; prevention, nonverbal cues, praise of correct behavior, praise for other students, verbal reminders, repeated reminders, and consequences.

            Prevention includes misbehaviors that never occur at all due to the teacher’s effective display of enthusiasm, varied activities, and the ability to keep students interested and engaged. According to Cross, Thompson, and Erceg (2014), creating a spirit in an entire school that is friendly, inviting, and comfortable also reduces motivations to misbehave (Slavin, 2018, p. 281). Different ways of preventing misbehaviors include varying the content of lessons, using a variety of materials and approaches, instituting cooperative learning or project-based learning, breaking difficult assignments into smaller steps, preparing students to work on their own, and short breaks or physical activities are allowed.

             Nonverbal cues include eye contact, gestures, physical proximity, or touching that a teaher uses to communicate without interrupting verbal discourse (Slavin, 2018, p. 443). Slavin states that, “These nonverbal strategies all clearly convey the same message: “I see what youa re doing and don’t like it. please get back to work.”” This cues typically only effect the student who is misbehaving rather than the entire class.

            Praising behavior that is incompatible with misbehavior means praising students who usually misbehave when they have done something right. For example, if a student always gets out of his/her seat without permission and they raise their hand to ask for permission, praise them for raising their hand and getting permission.

            When a student is misbehaving, praising those students who are doing what they are supposed to be doing will likely get that student refocus and stop the undesired behavior.

            Verbal reminders should focus on the misbehavior itself and not the student. The reminder should immediately follow the misbehavior and should be presented in a positive manor. Slavin gives the following example; It is better to say, “John, please attend to your own work” than “John, stop copying from Alfredo’s paper” (Slavin, 2018, p. 282).

            Some students may need repeated reminders if they refuse to comply with a simple reminder. Once students realize that their teacher means what they say and will use appropriate measures to ensure an orderly, productive classroom environment, they are likely to stop the trying misbehavior.

            If the previous stated strategies do not work, consequences must be given. According to Slavin, “A consequence for not complying with the teacher’s request should be mildly unpleasant, short induration, and applied as soon as possible after the behavior occurs” (Slavin, 2018, p. 283). Examples of these sort of consequences include sending the student to a “time out” area, making the student miss a few minutes of recess or some other privilege, keeping the student after school, or calling the student’s parents. Mild consequences communicate to students, “I cannot tolerate that sort of behavior, but I care about you and want you to rejoin the class as soon as you are ready.” After the student completes the consequence, they should be able to rejoin the class with a new slate and there should be no bringing up the misbehavior that occurred.

            In order to create an environment with effective classroom management, teachers must start out the school year right, implementing, modeling, and giving students the opportunity to practice all rules and procedures that have been put in place. If a student misbehaves, teachers should apply the principle of least intervention to ensure the misbehavior does not disrupt the entire class/lesson.

Reflection

How did you feel about this concept?

How is this concept significant concerning the context of your classroom?

How might you use what you learned to become a better teacher?

How might you handle a situation or activity differently based on this learned information?

            While reading this chapter, I was able to reflect on my own classroom management. I always feel like I do a better job of starting out the year right with each new school year. While I go over the rules and procedures of the classroom with my students daily, I do not give them the opportunity to practice or model these rules. I have also only really focused on what students should not be doing instead of the behavior that I wish to see from my students. I want the rules, procedures, and expectations to be clear to all students and ensure that every student has an understanding of what is appropriate behavior and what is not. This means working together with my students so they know I am willing to do whatever it takes to provide a positive classroom environment for each and every one of them to learn, grow, and succeed.

            I particularly took note of the principle of least intervention and how I have implemented some of these strategies in my own classroom. I would like to continue to work on preventing misbehaviors in my classroom by doing my part. When teaching a lesson, I want to feel like I have planned it in such a way that students are interested and engaged to the point where they no longer feel the desire to misbehave. I want to make sure I have done everything in my power to present such lessons because I don’t want to feel as if I could have done more. I want to do the most to begin with in order to prevent misbehavior.

            In the past I have used nonverbal cues such as eye contact and close proximity to stop misbehaviors without disrupting the entire class. However, in my sixth period this past year I felt like it was nearly impossible. There were so many students who presented misbehaviors that I was constantly having to redirect or stop class to handle whatever was going on that day. It got to the point where I asked my disciplinary principal to speak to the class multiple times because I didn’t know what else to do. I sounded like a broken record with the repeated reminders about misbehaviors and the students didn’t care about consequences.

            In the coming years, I wish to use what I have learned in this chapter to update and continue perfecting my classroom management. I know it will never be perfect but I want to feel like I have thought about every angle of starting the year right, presenting rules and procedures so students understand them, and preventing misbehaviors. Each new school year will have struggles of its own but I think I can be more prepared for these future struggles by learning from past experiences and implementing new strategies that have been presented to me. My hope is that my students are able to see and experience a classroom environment that makes them comfortable, where they feel supported, and know that I will do whatever it takes to limit disruptions and continue with learning so they can succeed.

Reference
Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). NY, NY: Pearson.