response to discussion 5 ME

Response to discussion 5 with 100-150 for each response

Mildred

Performance assessment is an approach to measuring a student’s status based on the way the student completes a specified task (Popham, 2020). Performance assessments can be very beneficial to student learning. They allow teachers to provide a clear target, have a focused purpose, and improve student learning to name a few. Overall, performance assessment focuses on the student’s ability to apply rather than recall. It is important that performance tasks are designed whereas student responses give evidence of the knowledge and skills being assessed. If I was Francine, I would consider changing the grading weight for the performance test. Although I have listed above the benefits of performance assessments, there are cons to it as well. One of the most serious difficulties with performance assessment is that, because students respond to fewer tasks than would be the case with conventional paper-and-pencil testing, it is often more difficult to generalize accurately about what skills and knowledge are possessed by the student (Popham, 2020).  It can be argued that this one performance assessment is not sufficient enough to say that students will have the full understanding of the lesson targeted.  

I like to think of performance assessments in relation to spiritual tests. These are tests given to us that tests our obedience to God’s word and our moral character. In the book of James (NKJV), God uses trials to test or prove our faith. Notice I use the word tests. He does not just test us one time and that is it. Before we reach our testimony, we would have went through various tests to strengthen our faith. It is through these tests that we are able to perform in the likenesses of Christ. 

Markeisha

I would decide to use the new assessment plan if I were Francine. My decision in choosing the new assessment plan is to allow students to research. The research will show students’ classifications and different opinions. and conclude investigations. In the text reading, information draws clues where plans are made to show students hidden findings from research. Ms. Francine Floden wanted to seek interest beyond the traditional way of the past. Ms. Floden’s idea was to try a new way to guarantee better grades and score performances. According to the text, (Popham, 2020, p. 206), Ms. Floden decided to use 90 percent from a performance task, 10 percent from classroom participation, and along with some short-answered questions and also true/false questions.

     The assessment plan involved students observing and planning each reaction. The task would allow the students to take charge in the performance test by designing the two-month experiment. The experiment was to study the growth of three identical plants in two months. Each student was to study, document information, and research the probable cause of the three identical plants. The students were also to include scientific documentation of the experiment. I loved how Ms. Floden introduced two ways for the students to experiment. One of the ways was that the students’ could either experiment at home or the school in the classroom. Several teachers mentioned how the experiment would not give Ms. Floden a variety of choices and conclusions to grade. I believe that Ms. Floden chose the correct way to give her students the assessment. The decision Ms. Francine Floden should use for her future students is to choose the same assessment plan. The students will conduct research, learn new findings, and be able to complete student-response readings. Many teachers choose to teach the curriculum differently and the students learn differently. Issuing experiment assessments to students will help the teacher see the expected performance of greatness individually.

James Lee

Francine’s performance test requires each student to design and conduct a 2-month experiment to study the growth of three identical plants under different conditions, and then prepare a formal scientific report describing the experiment. I personally think that this is a great group project for biology students, however, I would not have an assignment that determines 90 percent of a student’s grade. This assignment does not give students a fair opportunity to show they have mastered the skills and knowledge of the class. Most students would not be able to conduct the experiment at home, and classroom time it can’t be wasted on doing it at school. I have to agree that this assignment is should not weigh 90 percent of a student’s grade. I would have more tests to assess the knowledge and skills of the lesson being taught that would weigh more than one project. This method would give students the opportunity to show that they have mastered the skills and knowledge without their final grade being determined by one project. If Francine decides to focus on the experiment for the entire school year or semester, she will fail to focus on other objects needed to master the course. That’s one of the main reasons that one project should not weigh 90 percent or grade. As a student, if 90 percent of my grade came from a project, none of the other material bein just need to focus on the project and pass the class with and A. That results and most of your students not mastering all the skills and knowledge of the course.