Running head: ASSESSMENT BASED INSTRUCTION

Assessment Based Instruction Larry Timm AET/535 July-29, 2013 Mandy Seybold

ASSESSMENT BASED INSTRUCTION

Assessment Based Instruction Learning is something mankind has done since the beginning of time. The way people have gathered knowledge has changed according to the development of man. Forty years ago we set in class and listened to the lecture today they jog through the park and listen and read to what information is given to us to learn. We as teachers need to continually adapt to the culture, times, society, developments, and the world in general to be effective communicators of information. Once we learn we need to learn each day it makes it easier for us to teach others and learn new techniques to teach our students with. Key Components, The trick to teaching is the transfer of information between the teacher and the student. There is a question in what the best way was to transfer the information. Teachers have used assessments to measure the transfer of information between the student and instructor. These different methods have consistent of paper and pencil, behavioral too cognitive, single-occasion assessments to assessments over time (portfolios), single attribute to multidimensional assessments, and individual to group assessments (Hamilton, 2010). The assessments provide an indication of how well a student understands the material presented by the instructor. These records show where a student started their academic career and where he or she is at the time of the assessment or the finish of his or her academic career. These assessments also can be used to identify how a student learns. Assessments should test the student accurately as to the knowledge gained during the class. The assessment must be clear in purpose so they can be applied to a specific type of measurement. So the students efforts can be accurately measured and put in appropriate categories. These tests must also show the instructor wants to assess the entirety of the learning process not just memorizing and reciting of

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information. The assessments need to examine the whole subject not small parts and used to guide future instruction for the subject. Educational changes over the past 20 years, Educational requirements and subjects have changed over the last 20 years. Our society and markets have grown from micro-economics to macro-economics. Our neighborhoods we live in have become multicultural. This change has caused the methods and subjects to change in business school from what is needed to producing and marketing products to know how to interact successfully with another culture in another part of the world. We are in the information age that means more information is at our finger tips today than ever before. We can find out about any product or news event on our phones or the Internet. This means that education needs to be as adaptive and innovative as the information gathering sources around us to provide new and up-to-date information to our students. Studies have indicated that a number of factors are central to childrens learning. First, quantity and quality of instruction predict students achievement (Bodovski, Farkas, 2007, p. 116). Students want to know as much about the world around them and how it affects business as about business itself. Twenty years ago education was about presenting information to students and having them communicate the information he or she learned back to the instructor. Now it is about how the education is delivered to the students. In 2000, the Group of Eight heads of state adopted a charter that advocated providing more opportunities for schoolchildren to develop ICT literacy in order to prepare them to be capable of responding to the demands of the information age (G8 Heads of Govern-ment 2000, 2), (Ham & Cha, 2009, p. 535). Does the instructor just verbally give information to students or assign books to read as he or she did 20 years ago. The answer is probably no.

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Instructional changes, The Students want information given to them on electronics not to sit and listen to lectures in a class room. They now want information made available to them to look at, at their convenience. The information twenty years ago was given to students in a brick and mortar classroom by an instructor and then tested over at the end of the semester. In todays world the information is made available to students on their electronics by the instructor. This makes it so the student can look at the material when they have time. It seems students do not want to know he or she is in school or that they are being tested. School now is to be light and fluffy not like twenty years ago when it was stiff and regimented. The teachers today need to involve the students in the class room and also in the subjects that will be studied. When the students become engaged in the material it makes it easier for them to learn. This will often show increased assessment scores from the students. According to Denton, Swanson, and Mathes, 2007; Over the past 20 years, a strong emphasis on research of primary-grade reading has resulted in a convergence of evidence regarding elements of effective instruction. Much of this research has been directed toward intervention for students at risk for developing serious reading difficulties. As a result, consensus reports (e.g., Snow, Burns, & Griffin, 1998) and syntheses of research (e.g., National Reading Panel, 2000) have concluded that the majority of reading difficulties can be prevented by providing high-quality reading instruction in the early grades, with supplemental intervention for students who struggle. There is strong evidence from multiple studies that early reading intervention is effective for the large majority of students (see Mathes & Denton, 2002; Torgesen, 2004) (Denton, Swanson, & Mathes, 2007, p. 570).

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The new research conducted over the past forty years has shown that assessments are more than student grades. Assessments can be used to show the progression of a student. The assessment when given at the beginning of the course will show the students starting point for learning the material. The final assessment can be used to show how much of the material a student was able to learn. This final assessment also shows if the instructor was successful in communicating their message to the student. It also tells the instructor if their instructional method or style produced results. When the teacher has a beginning point they know where to start the students journey of continued education. However, when the teacher does not know where to start they must pick a starting point for the material that could be too elementary or to advance. With either of these situations they could lose the attention or connection to their students causing a decrease in the absorption of the subject matter. There are many other things schools and teachers can use assessments for such as budgeting, setting up curriculum, teacher evaluations, and course length or suitability. Any of this affects both the student and the teachers progress. New Challenges, The greatest challenge any teacher has is connecting with their students in a manner in which they can communicate the course material with them. My biggest challenge will come with each new class as to why they are in our program. Are they there to learn and create a better life or are they there do to no other choice. I must find a way to communicate with all students in an equal manner. Some students will not trust, others will not understand the language, while others will not want to be in the classroom. The entire group must understand the classroom is for all the students. The class must be setup to communicate to all students but teach to the

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middle group. This information must include appropriate behavior for society to the skills of a trade. The class must go from a multi-cultural individual to a multi-cultural group. Conclusion, Assessment is used in many different ways. Some assessments are used to measure knowledge while other are used to measure individual personal growth. Assessments can be tested in many different ways through tests. These tests can be formal and consists of questions in multiple choice, true-false, or matching formats. The test may be verbal or written. The test may also assess knowledge gained or societal skills gained. It does not matter what type of test is used as long as it measures a specific part of the development in a specific enough manner to give good results.

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Reference, Bodovski, K., & Farkas, G. (2007). Mathematics Growth in Early Elementary School: The Roles of Beginning Knowledge, Student Engagement, and Instruction. Elementary School Journal, 108(2), 115-130. doi:10.1086/525550 Denton, C. A., Swanson, E. A., & Mathes, P. G. (2007). Assessment-based instructional coaching provided to reading intervention teachers. Reading and Writing, 20(6), 569-590. doi:http://dx.doi.org/10.1007/s11145-007-9055-0 Ham, S., & Cha, Y. (2009, November). Positioning Education in the Information Society: The Transnational Diffusion of the Information and Communication Technology Curriculum.. Comparative Education Review, 53(4), p535-557. doi:10.1086/603584 Hamilton, S. (2010, October-December). Assessment-based instruction. U.S. Army Medical Department Journal Publisher, 2(p.63), . ISSN 1524-0436.