Module 43 Blog

Lauren Steinhardt

Ed Psych

GLE105 01

5/8/14

Question: How did you feel about taking standardized tests in secondary school? In what ways did your high school prepare you for standardized tests? If you had the ways and the means how would you do it differently?

            In secondary school I always felt seriously pressured when it came to standardized tests. I took two standardized tests when I was in high school, which were the PSAT’s, SAT’s, and the CAPT in order to graduate high school when I was a sophomore. My school held practice CAPT for us when we were freshman in order to prepare for a successful performance the next year. Teachers also taught material and gave us practice problems in class as a way to prepare. Even though I had this practice I still felt extremely challenged especially on the math part. I wasn’t confident at all and even though I had practice I felt way too much pressure because I knew that I needed to pass to graduate. In the end I did end up passing and graduating high school obviously, but my test anxiety still makes me feel like standardized tests should change. In my junior year of high school, I took the SAT’s twice and I felt even more pressure because I knew I had to do well in order to accepted into college. I took an SAT prep class that my high school offered and the writing/reading part really helped, but still the math part didn’t help at all. My test anxiety still gets to me, but in the end I ended up doing well enough to get into college. To be honest, I don’t think that I could have done anything differently because I practiced and worked hard to be where I am today. Now in college standardized tests are over, so I do not regret a thing.

Assessment Pamphlet

Assessment Case Study

Lauren Steinhardt

Ed Psych

GLE105 01

5/6/14

Case Assessment

1)    In addition to the criteria for what constitutes quality work and having student self-assess, list some additional guidelines for Miss Wren to remember when developing a rubric.

One of the most important aspects that the rubric for the oral book report needs to include is reliability and validity. This means that the rubric should keep the grading consistent for each student no matter what the students work ethic or likability is. A way to make sure that the rubric is reliable is by assigning a specific number of points in total, which can be met by achieving different requirements. In terms of validity, Miss Wren needs to remember that the rubric needs to measure what it is intending to measure. This allows for students to have the chance to get an equal grade as long as they understand the conditions or qualities of the presentation. Students know what is expected of them all, which hopefully diminishes bias. As a result of making the rubric as a class, students won’t have to feel as if they lack knowledge in a certain part of the assignment due to gender, economic class, race, etc. By having her students aware of the rubric requirements and having a say in the production of the rubric, Miss Wren will have made the expectations for this project clear and fair to her students.

2)    Grades, a form of extrinsic reinforcement, can be a source of celebration for Miss Wren’s students or a punishment. In order to make the most of grades and increase her students’ chances for success, what should Miss Wren keep in mind when grading her students?

When in comes to grading her students Miss Wren should keep in mind that each of her students has their own individual strengths and weaknesses. She must understand that not all of her students will present their oral report in the most confident way. Some of her students may even write a great book report, but might not be able to present it in the most successful way. Miss Wren should also take into consideration how well her students attempted the assignment and how much effort was put in. Finally, Miss Wren should encourage her students and not make them fearful of being graded on it. She should also congratulate them for doing their best in order to feel as if they have succeeded.

Module 42 Blog

Lauren Steinhardt

Ed Psych

GLE105 01

5/6/14

Question: Differentiate between formative and summative assessment and give examples of how each might be used in your own teaching situation.

            Formative assessment is an ungraded activity, or quiz, that usually occurs before or during instruction. It helps to form instruction because a teacher is able to see what their students may be struggling with in the classroom in order to formulate a lesson to better help students achieve. A summative assessment usually occurs after instruction and is graded. It summarizes the student’s accomplishment. In my own classroom I might use a formative assessment in the form of a journal entry about the class or what they have learned, an ungraded vocabulary quiz to see how my students are progressing, or something such as answering a five to ten question skills in order to see what needs improvement. Summative assessments would mainly consist of tests at the end of each unit in order to close off and summarize what my students have learned. I might also incorporate projects or essays as well on specific subjects.

Module 34 Blog

Lauren Steinhardt

Ed Psych

GLE105 01

4/30/14

Question: Do you think it is generally true that first graders have more curiosity and are more motivated to learn than sixth graders or high school students? If so, can you explain the decline? Be careful to consider the development that occurs during this time period.

            I think that in general first graders are more curious about learning than older students because the school environment is newer, therefore making them more motivated to learn than high school students who have been going to school for a long time. At this age school is considered fun, and there are interactive activities such as celebrating birthdays or holidays within the classroom. Middle school is the time where motivation for learning lacks the most because children lack the knowledge of what they want to do. This motivation comes back in the later high school years because students are beginning to prepare for the college world. Students prepare to move forward with a college education and to have a career someday. These high school students may struggle with decisions and moving down what may seem to be the right path, but these are the most crucial years of high school. Although at this age, we develop intrinsic and extrinsic motivation. We do things to please people we love and to please ourselves which may help with motivation. 

Module 33

Lauren Steinhardt

Ed Psych

GLE105 01

4/28/14

Question: Can children learn in school if they are hungry or feel unsafe in their neighborhood? Take Maslow’s hierarchy of needs into account when answering this question. What criticisms would you offer about this hierarchy?

            The hierarchy of needs is Maslow’s model of seven levels of human needs, from basic physiological requirements to the need for self-actualization. These levels range from lower-level needs for survival and safety to higher-level needs for intellectual achievement and finally self-actualization. Self-actualization is Maslow’s term for self-fulfillment, the realization of personal potential. Each of the lower needs must be met before the next higher need can be addressed. Therefore, children who are hungry or feel unsafe in their neighborhood will not be able to learn in school because the four lower-level needs of survival, safety, belonging, and self-esteem have not been met. As a result of feeling unsafe or hungry children will not pass these lower levels. A criticism that I might have about this theory is that children may not always follow what the theory says. Sometimes people have an underlying sense of ambition to be successful in school no matter what their home situation may be. Most of us move back and forth among different types of needs and may even be motivated by many needs at the same time. Some people even deny themselves safety or friendship in order to achieve knowledge, understanding, or greater self-esteem.