Students Assessment Standards for Performance Gauging - Personal Statement Example

Assessment Standards for Performance Gauging Part The standards to which I gauge my upon are categorically structured in a manner that the assessment part of it is aimed at giving the best and most real status of my students development and progress in their personality growth and more so towards attainment of academic prowess. The students are held accountable on these standards as the benchmark to which a relevant course of action of action is pegged to be evaluated and formulated to harness the academic standards of my students in their human capital nurturing and mentorship for greater future personalities. The put on task formulae is packaged on the relevance of the performance task assigned to the students for the sole purpose of assessment basis (Ornstein & Hunkins, 2014). Though, the it is of great essence that as literacy educators, it is encouraged that we as teachers are responsive to and hold high level of respect to the students’ diverse in funds of knowledge, knowing that this kind of assessment perspective derives several benefits for the teachers, students and the school administrator. However, it is further acknowledged that the current climate of very high-stakes assessment, the teachers are particularly held accountable for just teaching the curricular standards and content that from another perspective may not connect with the experiences, multiple knowledge bases, and finally the skills that the children carry from their respective homes and communities. Thereby creating a gap between the call to ensure an account for what the students learn vis a vis the need to provide the classroom conditions which the students should and can learn (Stiggins, 2006. P. 54). My assessment would revolve around the task as shall be assigned herein on very particular standards as listed in the table below: Standards “I can ” statements Show of knowledge/ understanding I can comfortably read and analyze a context for better grasp. I can master a text and give a self-initiated presentation on the context I can with the most ease analyze sequential and series experiments for an informed inferencing I can answer correctly questions as derived from a text I have read through. I can handle and perform minor experimental assignments as directed by my teacher. I can elaborate and give précised justification of the assignment I have done and handed over for assessment. I can manage to form and co-ordinate team-work through effective grouping of fellow colleagues for an accomplishment of a task as assigned by the instructor. I can conduct a comprehensive revision session on a subject we have already been taught over with an open-mind of rationale, consultation and idea exchange platform. I can not only sit for an academic exam paper on subjects already tackled by my teacher but also excel in the tests. Ability of critical thinking or sense of inquiry I can analyze and give an internalized deductions from a data presented. I can give comparative deductions of a presentation and from data of an experiment. I can give a scientific relation and backing of simple phenomenon and some natural occurrence. I can criticize with reasons an occurrence and put forth a rationale for and against the issue in hand. I can question and find the reasoning behind the already defended theories. I can search for the points giving more clarity on a subject in hand for better understanding and further research works and bridge knowledge gap in the issue to ensure all relevant concepts are analyzed and put in right context. I can arrange and organize in a more chronological manner the set of questions and areas of deficient information to ensure proper and comprehensive understanding of the whole area of concern. I can identify an area of further research and outline the objectives of the task to exhaust the scope of the area in question. Communication skills I can communicate eloquently to ensure delivery of the intended information or message to the relevant target group. I can interpret written information and further communicate the same to another group for passage of the exact information. I can transmit a message to the group or individuals it is intended to ensure effective communication link between groups or individuals of a common purpose. I can interpret the communication from gestures and body language in case of non-verbal communication. I can use the most appropriate techniques to convey an effective communication and ensure the message hit its target point with precision I can manage time properly as communication is only relevant when highly timed and correctly transmitted to the intended recipient. Presentation techniques and skills I can prepare data for presentation to an individual or a group with the most relevance in context to meet the purpose and the reason for such a presentation. I can conduct and coordinate a collective research task to its details and further presentation of the task to trainer or to the group for the knowledge exchange program sessions. I can appropriately arrange materials and the relevant tools for presentation. I can manage to coordinate a group that is assigned a task for later presentation. I can communicate very effectively to ensure that my presentation reaches the best mark as the delivery is most appropriate and clearly transmitted to pass the message it’s structured for. I can do a presentation to an individual to a group no matter the magnitude for a precisely structure delivery of message. I can deliver a presentation so mature to draw the attention of audience for the reason of accurate and relevant articulation of points and message package. Part 2 The standards set above are typically structured to simplify the learning practice of my students and ensure personality growth of the students and the development in the academia arena for the transitional passage of an individual. The main basic assertiveness of the standards is the point of benchmarking an individual’s development and creation of a room for acknowledgement and correction for the best outcome of the individual’s potential. The assessment of the standards creates the avenue to provide a laid down mechanisms to put into its correct course of the students process of personality growth and academic relevancy across nurturing the purpose of life and possible a promising future for the generation to come (Tyler & Hlebowitsh, 2013). The primarily task to ensure a personality development is to put to task the individual on some real-life performance yardsticks to ensure that the assessment of the individual is done to the best level ever to give the most realistic relation and growth patterns of the individual so as to ensure that the individual is guided appropriate and ever keeps in track with his/her progress trail. The students are expected to show a growth pattern on the standards as the real-life performance task becomes a control parameter to facilitate the gauging and analysis of the one’s growth trends. For this particular exercise the real-life performance task is that my students are provided with writing materials alongside the garbage collection tools, for instance the wheelbarrow, spade, rake, brooms, polythene bags among other equipment to facilitate a pay-back to the community project. This an initiation of the Environmental Club to which I am the patron on paying back to the community we are leaving next to by organizing a day for community outreach program to facilitate the cleaning up of the neighborhood. The set standards as aligned in part 1 are put to ensure that the whole project is sailed to success and an informed assessment if later conducted for the individual student to gauge both academic and personality growth. Alongside the assessment standards set the project will particularly call for the analysis of its setting, vicinity and the residents’ perspective towards it so that the challenges involved are taking into account for a rationalized basing of facts and for a fair and effective performance assessment benchmarking. Part 3 Standard (I can) Exceeds Meets Doesn’t meet Non-scorable Show of knowledge/ understanding When the student effectively communicate to a given set of audience with precision and the most relevance it deserves A clear articulation of message to suit the recipient. The student cannot communicate in an understandable language to pass information The student doesn’t understand the context and can’t communicate in the most understood language Ability of critical thinking or sense of inquiry In depth scrutiny of causes and the reasoning behind an occurrence and further questioning of some loopholes to grasp a better understanding The students can argue a point out and only ask relevant questions a per the subject and not beyond The student is not informed on the subject and can make any judgment to harness better understanding The student has no grasp of the subject on board and cannot think of anything relevant to the subject, neither questions nor supports Communication skills Ability to exemplary communicates to the audience with relevance and a show of mastery of the subject. Can communicate in an understood language to pass a message Can’t articulate its points in the rare eloquent manner Can’t communicate in the set language at all Presentation techniques and skills A chronological show of events, organization of adequate learning material and the highest capacity to table the facts for analysis and assessment Can only collect data and present the found results to the relevant stakeholders Unorganized personality who jungles up ideas and has no sense of plot Shows no interest on the matter and further puts no effort to achieve anything, thus has got no presentation to make References Ornstein, A. C., & Hunkins, F. P. (2014). Curriculum: Foundations, principles, and issues. Harlow: Pearson Education Limited. Stiggins, R. J., Arter, J. A., Chappuis, J., Chappuis, S., & Educational Testing Service. (2006). Classroom assessment for student learning: Doing it right -- using it well. Princeton, NJ: Educational Testing Service. Tyler, R. W., & Hlebowitsh, P. S. (2013). Basic principles of curriculum and instruction: Chicago ; London : The University of Chicago Press. Read More