Assessment Reflection

I believe that all students learn differently. I am a strong supporter of the Multiple
Intelligence theory, as well as using Differentiated Learning within a classroom. I believe that
objectives are just as they sound; objective. Rather than continuing the pattern of having
students not succeed based on their inability to be the same as their peers, I believe they
should be assessed on their ability to reach the objectives based on themselves. My students
will keep a portfolio of their work, and they will be graded based on a rubric or prompt, but also
on their previous work and ability rather than their peers and the standard of the class. If you
continue to give the A student As because his work it better than the C students, how do
you know he is improving his writing, or just continuing to be better than the other students. I
will assess my students on the objectives given, but based on how they personally grow and
meet them.
I believe that there should be some form of assessment in every lesson. This keeps the
students accountable for the day-to-day activities, and makes it easier for the teacher to assess
what they need to focus on more for their students to be successful. Rather than waiting until
the end of a unit to assess what the students have learned, there should be daily assessments
that will demonstrate if the students learned what was taught, as well as weekly assessments
that cover standards.
Reflection on Practice Assessments
I found the practice assessments helpful as a future teacher because they gave me
experience grading real papers and assignments from students at the age levels that I could be
teaching. They were also helpful because most of them were done in groups, and then
discussed as a class. This meant we were able to collaborate with our fellow future teachers
about how to grade, and discuss the elements of what we think quality papers look like. Having
practiced with these assessments, I am ready to grade my own students work and I feel
confident that I can give them fair grades.

Assessment Resources
Utopia/Dystopia Writing Assignment

Section 1: Utopia

The life where nothing was ever unexpected. Or inconvenient. Or unusual. The
life without colour, pain or past. --- Lois Lowry, The Giver

Think about everything you enjoy in life. What do you love to do? What do you
love to eat, watch, see, hear, wear, etc? How do you like to get around? What
political policies do you agree with or wish were active. What would happen if all
these things you love and enjoy were in the world? This would be you Utopia.

For this assignment, think about our society as your base. What would you
change? You can include:
Population
Geography
Food
Government
Do not be limited by these ideas, but add to them. Create your own society.

However, your Utopian Society assignment must:
Be at least two (2) pages
Typed, doubled spaced, MLA format
Include at least ten (10) policies that keep your Utopia peaceful and striving
Explanations as to why those policies/philosophies work




____________________/ 50



DUE DATE: _____________________
Utopia/Dystopia Writing Assignment

Section 2: Dystopia

A utopia is a dystopia forced upon you by a madman. " Sam J. Lundwall

After having completed your own Utopia, you are an expert at keeping yourself
and others happy. However, you now have before you a new Utopia. This Utopia
was designed by one of your classmates, and is their ideal Utopian Society. Is this
similar or different than your Utopia? What differences are there? Are there
elements that you would consider Dystopian?

For this assignment, you will give two parts. The first part will be discussing
similarities between your Utopia and your classmates, or elements of their Utopia
that you find ideal but were not included in yours. The second part of the
assignment will be about the elements of this Utopia that make this society a
Dystopia for you. You can include:
Why you think the elements make the society Dystopian
How they would negatively affect the society
Why they would not work
Other negatives you can think of

Do not be limited by these ideas, but add to them. No two Utopias are the same;
tell me why.

However, your Dystopia assignment must:
Be at least two (2) pages
Typed, doubled spaced, MLA format
Include explanations as to why you made the decisions you made



____________________/ 50


DUE DATE: _____________________
Utopia/Dystopia
4 3 2 1 Score/Level
Mechanics Nearly error-
free. Reflects
thorough
proofreading
for grammar
and spelling.
Occasional
grammatical
errors.
Spelling has
been
proofread.
Errors in
grammar and
punctuation,
but spelling
has been
proofread.
Frequent
errors in
spelling,
grammar, and
punctuation.

Original Word
Choice
Words are
exceptionally
fresh and
original. There
are no clichs.
Verbs are
vivid and
specific. There
is no over-
repetition of
words. Words
consistently
create
pictures.
There is little
telling, and
mostly
showing.
Words are,
for the most
part, original
and free of
clichs. Some
language is
either vague
or excessively
flowery.
Words often
create
pictures.
Writer has
made clear
attempt to
show and not
tell.
Some words
are fresh and
original.
However,
work contains
clichs and
over-
repetitions.
Much of the
language us
either vague
or excessively
flowery.
Some words
create
pictures, but
there is a
great deal of
telling that
needs to be
replaced with
showing.
Words are
limited and
clich. The
same words
are repeated
often
throughout
writing.
Language is
confusing or
vague. Words
do not create
pictures; there
is too much
telling and not
enough
showing.

Focus The stories
are focused,
purposeful,
and reflect
clear insight
and ideas
Stories are
focused on
the topic and
include
relevant ideas
Stories are
focused on
topic and
include few
loosely
related ideas
Stories
address topic
but lose focus
by including
irrelevant
ideas

Presentation Development
of thesis is
clear through
use of specific
and
appropriate
examples,
transitions are
clear and
create a
succinct and
even flow
Sequence of
information is
well-
organized for
the most
part; more
clarity with
transitions is
needed
Content is
loosely
connected,
transitions
lack clarity
No apparent
logical order
of
presentation,
unclear focus



PERSONAL GRADE SHEET: HOLOCAUST NONFICTION

1. Were you present every day there was a Holocaust Nonfiction day?

If No, why?


2. Did you participate in every activity during the Holocaust Nonfiction days?


Why or why not?


3. Were you respectful?


Why or why not?

4. What grade do you deserve and why?





TEACHER GRADE SHEET: HOLOCAUST NONFICTION

1. Were you present every day there was a Holocaust Nonfiction day?



2. Did you participate in every activity during the Holocaust Nonfiction days?




3. Were you respectful?



4. What grade do you deserve and why?