Components of good Assessment

1. our goal is to continue to build on our heritage of outstanding education and enhance student achievement. Content standards can not do this alone. They require a system of supports, which include benchmarks, grade level expectations, curriculum, teacher professional development, and assessments.

2. A good education is often the only means of breaking the cycle of poverty for poor children. These children need an education that is founded in high standards and high expectations for all. Curriculum alignment must exist to ensure that a rigorous curriculum and assessment accompany and are aligned with the standards. What occurs in our classrooms has a significant impact on student achievement. The curriculum should be challenging to prevent decreased opportunity for higher education, which translates into less opportunity in life for them. This is important being able to identify and understand children who are at-risk is critical if we are to support their growth and development. In order to do this, warm and caring relationships need to be developed between teachers and children. This will enable teachers to detect any warning signs that may place children at-risk for failure, interfering with their chances for success in school and life.

3. The information-processing model of learning, pertains to the process employed by any intelligent system, be it a living brain or an advanced computing device, to alter a given set of data or information in such a way as it aids in the full understanding and perception of such data or information by the system. An information processing model seeks to display each step along with its connection to its precedent and antecedent to showcase a visual diagram explaining how information is received and understood by a system to make a decision regarding reacting to such information. To understand the information processing model of memory, information processing model of learning or any other processing model pertaining to any other information type.

4. As a new teacher, you'll see various gaps in your students' learning. These gaps become evident especially after you've marked a test. It becomes very clear to you then, that what you've previously taught, now needs to be refined. This is known as the process of adapting instruction. By continually adapting and refining instruction, you have a much higher chance of engaging students ALL the time.New teachers usually learn by "hitting" or "missing." Part of that hitting and missing is building a relationship with the class and part with matching the curriculum to meet the needs of the students. In assessment however, it's crucial to refine instruction based on what students can actually do. Think of the curriculum of standards as a road map that will guide you at every point of the journey and see if you are on track.

5. Three components of a good assessment sense of self - knowing your strengths and limitations, personality and behaviors patterns and feeling accepting of yourself for these thingsSense of belonging - knowing that you are loved and cared about and that you are missed when you are somewhere elseSense of personal power - knowing that what you want and prefer makes a difference to decisions others make (even if you don't get exactly what you wanted) and knowing that your actions can influence an outcome.These three components make a good starting point for teachers, behaviors workers and parents to start doing their own assessment of children’s self esteem and also for watching how it improves or declines over time. Many schools run self esteem building programmers and this gives them a simple way to track and monitor these programmed.

6. The time period during which one instruction is fetched from memory and executed when a computer is given an instruction in machine language. There are typically four stages of an instruction cycle that the CPU carries out: 1) Fetch the instruction from memory. 2) "Decode" the instruction. 3) "Read the effective address" from memory if the instruction has an indirect address. 4) "Execute" the instruction.

7. Guide teachers' planning in order to meet the needs of all students the fundamental requirements for proficient teaching are relatively clear. A broad grounding in the liberal arts and sciences; knowledge of the subjects to be taught, of the skills to be developed, and of the curricular arrangements and materials that organize and embody that content; knowledge of generaland subject-specific methods for teaching and for evaluating student learning; knowledge of students and human development; skills in effectively teaching students from racially, ethnically, and socioeconomic ally diverse backgrounds; and the skills, capacities and dispositions to employ such knowledge wisely in the interest of students.

8. Teachers identify lesson topics to include in instruction when developing instructional objectives, providing instruction, and evaluating student performance, it is important to keep in mind that there are different levels or outcomes of learning. Distinguishing among different levels and outcomes of learning is important. If teachers are unaware of different levels of learning, they are likely to focus on one level to the detriment of others. For example, a teacher may teach a vast amount of factual information but never get around to teaching students to apply and synthesize this information. Or a teacher may teach higher level thinking skillswithout realizing that these skills require the prior learning of basic skills Teachers identify lesson topics to include in instruction when developing instructional objectives, providing instruction, and evaluating student performance, it is important to keep in mind that there are different levels or outcomes of learning. Distinguishing among different levels and outcomes of learning is important. If teachers are unaware of different levels of learning, they are likely to focus on one level to the detriment of others. For example, a teacher may teach a vast amount of factual information but never get around to teaching students to apply and synthesize this information. Or a teacher may teach higher level thinking skills without realizing that these skills require the prior learning of basic skills.

Goals

I want to learn alot from this material in this class. When I had first look at the things we had to do this semester I want surprise that we were blogging. I know a little bit about computer but it seem like I have forgot what to do. By it being my first time in a online class I will uses all the help from the clues they give us and I promise I will call my instrutor for help. I hope to use this in the near future and help someone else learn how to use computer technology.