Exit Slips and Warm-Ups with Student Samples | Spring 2013
Artifact Description
This artifact is a collection of some warm-ups and exit slips I used during student teaching at Rantoul Township High School. This is an example of formative assessments I used to determine student progress and to also help me in determining how well the lesson matched the objectives. In addition to these, I included student samples, demonstrating how I used student feedback to guide my instruction. The goal of the warm-ups was to assess students' prior knowledge. The exit slips was used for me to reflect on the effectiveness of the lesson and consider what next steps to take based on student feedback.
Satisfying the Standard (7A, 7G, 7K, 7L)
By implementing warm-ups and exit slips, I demonstrate my understanding that there are limitations to different types of assessments such as standardized assessments. And just as standardized assessments has its own limitations, warm-ups and exit slips too have their own limitations; as a result, I must use a variety of assessment strategies to assess student learning. Based on the feedback I receive from my students, I will make the necessary adjustments to help students improve--whether or not it is to provide students more opportunities to practice problems or ask students particular questions that will help guide them in conceptual understanding. I understand how to make data-driven decisions using the results from the exit slips and warmups to adjust my practices in order to meet the needs of each student. Moreover, by implementing these informal assessments, I am appropriately using a variety of these assessment strategies to evaluate student understanding. In the second exit slip, I provided a space for students to self-assess and communicate to me what concepts do they feel comfortable with and explain to me how I can help them learn the material better and what they can do. Some students suggested I should slow down my pace, indicating that we were going too fast or I was explaining concepts too quickly. As a result, after reading some of the student feedback, I was more conscious of myself teaching the next day and made sure to slow down my pace and provided more wait time when asking students if they had any questions. By providing students a space to self-assess in their exit slip, I involved students in self- assessment activities to help them become more aware of their strengths and needs, encouraging them to establish goals to increase their learning in the classroom.
Professional Development
My goal of providing students these type of informal assessments was not to have them provide a right or wrong answer, but rather provide them the opportunity to explain their reasoning. Through having students explain their reasoning, I am able to better assess what their misconceptions may be. Providing a variety of assessments--both formative and summative--is highly important for teachers to consider. Teachers must recognize that students learn in diverse ways and not one type of assessment encapsulates a students' progress in learning. Rather, it should be a collection of different opportunities that students are given to demonstrate their understanding. As I enter the teaching profession, I plan to utilize different assessment strategies to guide my instructional practices, and to use such assessment strategies appropriately.
This artifact is a collection of some warm-ups and exit slips I used during student teaching at Rantoul Township High School. This is an example of formative assessments I used to determine student progress and to also help me in determining how well the lesson matched the objectives. In addition to these, I included student samples, demonstrating how I used student feedback to guide my instruction. The goal of the warm-ups was to assess students' prior knowledge. The exit slips was used for me to reflect on the effectiveness of the lesson and consider what next steps to take based on student feedback.
Satisfying the Standard (7A, 7G, 7K, 7L)
By implementing warm-ups and exit slips, I demonstrate my understanding that there are limitations to different types of assessments such as standardized assessments. And just as standardized assessments has its own limitations, warm-ups and exit slips too have their own limitations; as a result, I must use a variety of assessment strategies to assess student learning. Based on the feedback I receive from my students, I will make the necessary adjustments to help students improve--whether or not it is to provide students more opportunities to practice problems or ask students particular questions that will help guide them in conceptual understanding. I understand how to make data-driven decisions using the results from the exit slips and warmups to adjust my practices in order to meet the needs of each student. Moreover, by implementing these informal assessments, I am appropriately using a variety of these assessment strategies to evaluate student understanding. In the second exit slip, I provided a space for students to self-assess and communicate to me what concepts do they feel comfortable with and explain to me how I can help them learn the material better and what they can do. Some students suggested I should slow down my pace, indicating that we were going too fast or I was explaining concepts too quickly. As a result, after reading some of the student feedback, I was more conscious of myself teaching the next day and made sure to slow down my pace and provided more wait time when asking students if they had any questions. By providing students a space to self-assess in their exit slip, I involved students in self- assessment activities to help them become more aware of their strengths and needs, encouraging them to establish goals to increase their learning in the classroom.
Professional Development
My goal of providing students these type of informal assessments was not to have them provide a right or wrong answer, but rather provide them the opportunity to explain their reasoning. Through having students explain their reasoning, I am able to better assess what their misconceptions may be. Providing a variety of assessments--both formative and summative--is highly important for teachers to consider. Teachers must recognize that students learn in diverse ways and not one type of assessment encapsulates a students' progress in learning. Rather, it should be a collection of different opportunities that students are given to demonstrate their understanding. As I enter the teaching profession, I plan to utilize different assessment strategies to guide my instructional practices, and to use such assessment strategies appropriately.
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