Defense Paper
I have always used observation as my main source of assessment and I still believe, that in drama it is the best way to collect evidence of learning. This being said, I am slowly learning that is more effective to triangulate evidence. As teachers we need to make sure to gather evidence from a variety of sources, and that we gather the information over time (Davies 45). When evidence is collected from three different sources over time, trends and patterns become apparent, and the reliability and validity of our classroom assessment is increased (Davies 46). I collect evidence from the three main sources (1) by observing students preform (2) through conversations and peer-feedback and (3) I collect products, student’s script analysis and reflections. Everything students do, say and create is being used/collected as potential evidence (Davies 52).
I introduce an element of choice (Davies 49) that I believe is not really represented in my lesson plan. Students have guided choices, for example, for their final performance students are allowed to choose whatever scene they want, from a play of my choosing. What I don’t say about assessment in my lesson plan is that students are making all of the important decisions and I want to make students aware of this fact. Reasoning targets specify thought processes students are to learn to apply effectively within a range of subjects; e.g. make inferences, analyses, draw conclusions, form and defend judgments (Chappius 47). Students decide how to use their voice, how to move and how to interpret the script, all I require is for them to defend their choices using evidence. I want students to develop the ability to apply knowledge in authentic contexts – that is, in contexts that transfer to work beyond school. This requires that they engage in reasoning using their knowledge (47). Students learn to self-reflect on their decisions and defend choices, skills that can be transferred to all-subject areas and life.
“Grades are gatekeepers and to often they shut students out of further learning even when that is not our intent (Chappius 332).” In each lesson I try to clearly articulate learning targets to the students and minimize any negative impacts of the grading process on learning. In lesson two students must hand in analysis for summative assessment however if students have any missing information I will give them that opportunity to add the information. I also wanted to involve students in setting criteria. This process helps keep students engage and involved by building ownership, and helps me identify the needs of the group, so I can tailor the next steps (Davies 57). Students will be able to self-assess and set goals for themselves, which will lead students to become more independent learners (21).
I plan to use the information gathered from these assessments strategies to help students reflect on their strengths and weaknesses, so that they may set goals for themselves. Based on these goals I can find out what is important to the students and get them more engaged in the learning by tailoring the lessons so that the problems posed will be more relevant to them. Lessons are very flexible and I can adjust my lessons based on assessment to fit students needs. Information collected for assessment can be used to guide the pace of each lesson. If students have grasped the concepts quickly I will move on to the next lesson, if however students seem to be struggling than I can take time and make sure they master the skills. In lesson three, play analysis, if assessment shows the class has different skill levels, I will adjust the final performance by giving the students plays that falls within their Zone of Proximal Development. One thing that is not in my lesson, but students should know is that everyone will be at different skills levels, and that’s okay. The lessons scaffold students learning, students have a lot of opportunity to work individually but still have support from me as the teacher. This allows me to differentiate the learning and help students when they need it and lead the students to become independent learners. Students are not only given time to work individually they also work in pairs and in groups, which allows them to co-construct knowledge with their peers. Walking around allows me to formatively assess students and prompt them to think critically by asking them questions, giving pointers and instant feedback.
While writing this defence paper, I have noticed that there are so many elements to effectively assess students and the nice thing about a plan is that it can change. If assessment shows that students are struggling to grasp specific concepts I should adjust my lesson, teaching and/or the way I assess to help the students succeed. I should never just move on because assessment should always be for learning not grades, students learning is what is important.
I introduce an element of choice (Davies 49) that I believe is not really represented in my lesson plan. Students have guided choices, for example, for their final performance students are allowed to choose whatever scene they want, from a play of my choosing. What I don’t say about assessment in my lesson plan is that students are making all of the important decisions and I want to make students aware of this fact. Reasoning targets specify thought processes students are to learn to apply effectively within a range of subjects; e.g. make inferences, analyses, draw conclusions, form and defend judgments (Chappius 47). Students decide how to use their voice, how to move and how to interpret the script, all I require is for them to defend their choices using evidence. I want students to develop the ability to apply knowledge in authentic contexts – that is, in contexts that transfer to work beyond school. This requires that they engage in reasoning using their knowledge (47). Students learn to self-reflect on their decisions and defend choices, skills that can be transferred to all-subject areas and life.
“Grades are gatekeepers and to often they shut students out of further learning even when that is not our intent (Chappius 332).” In each lesson I try to clearly articulate learning targets to the students and minimize any negative impacts of the grading process on learning. In lesson two students must hand in analysis for summative assessment however if students have any missing information I will give them that opportunity to add the information. I also wanted to involve students in setting criteria. This process helps keep students engage and involved by building ownership, and helps me identify the needs of the group, so I can tailor the next steps (Davies 57). Students will be able to self-assess and set goals for themselves, which will lead students to become more independent learners (21).
I plan to use the information gathered from these assessments strategies to help students reflect on their strengths and weaknesses, so that they may set goals for themselves. Based on these goals I can find out what is important to the students and get them more engaged in the learning by tailoring the lessons so that the problems posed will be more relevant to them. Lessons are very flexible and I can adjust my lessons based on assessment to fit students needs. Information collected for assessment can be used to guide the pace of each lesson. If students have grasped the concepts quickly I will move on to the next lesson, if however students seem to be struggling than I can take time and make sure they master the skills. In lesson three, play analysis, if assessment shows the class has different skill levels, I will adjust the final performance by giving the students plays that falls within their Zone of Proximal Development. One thing that is not in my lesson, but students should know is that everyone will be at different skills levels, and that’s okay. The lessons scaffold students learning, students have a lot of opportunity to work individually but still have support from me as the teacher. This allows me to differentiate the learning and help students when they need it and lead the students to become independent learners. Students are not only given time to work individually they also work in pairs and in groups, which allows them to co-construct knowledge with their peers. Walking around allows me to formatively assess students and prompt them to think critically by asking them questions, giving pointers and instant feedback.
While writing this defence paper, I have noticed that there are so many elements to effectively assess students and the nice thing about a plan is that it can change. If assessment shows that students are struggling to grasp specific concepts I should adjust my lesson, teaching and/or the way I assess to help the students succeed. I should never just move on because assessment should always be for learning not grades, students learning is what is important.