Assessments for Case Study

Tessie Sanders
Cas study-LTC 5336
April 2, 2010


Abstract

Those who seem to accept students conditionally – requiring them to act in a particular way in order to be valued, or even in ordered to be allowed to stay – often see themselves as trying to reinforce or eliminate specific student behaviors. What they often don’t see is that traditional classroom management techniques, along with the narrow emphasis on observable behaviors that underlies those techniques, make it very difficult to attend to the person who engages in those behaviors…When our primary focus is on discrete behaviors; we end up ignoring the whole child.

“Punishments and rewards are two sides of the same coin and that coin doesn’t buy you much.”

-Alfie Kohn-

Unconditional Teaching

www.alfiekohn.org/teaching/uncondtchg.htm




Preliminary pilot activities that will stabilize the expected outcome for most Common and Teacher Made assessments are the following:


Discovery Learning


1. Develops curiosity

2. Develops skills in retrieval of information

3. Develops decision making skills

4. Increases awareness of relationships between concepts

5. Increases a child’s active participation

6. Holds interest

7. Increases reasoning power

8. Links new learning to old




2 Styles of Reading Instruction

Other activities that would be useful in this type of case study would be Toss the Ball and Delving. In reflecting upon two presentation skills, or teaching styles for ESL Reading instruction, and assessment that have proven effective are, Toss the Ball, and Delving. In Toss the Ball, the Teacher tosses a softball, or object around the room. When the student catches the object, he/she must answer. The benefits of this teaching style is that students stay on their toes, and they know to be ready to answer if the ball comes in their direction. Delving can be an important part of any teaching technique because it allows the teacher the opportunity to assess, and monitor many things. Delving is a way of testing the students’ higher order thinking skills by using Bloom’s Taxonomy questioning of taught material. This strategy is used when the student does not know the answer, and you want them to retain acquired (learned) information. Research shows that many Teachers do not use delving with all students to elicit responses. This is important, because if the student does not know the answer at all, then this technique helps the Teacher determine what part of a lesson needs to be re-taught.


The benefits of these two teaching styles , among many, are that they elicit answers from students, higher-level questioning goes beyond having the students recall capability, word prompts and question starters are used to begin asking higher-level questioning, and most importantly, it incorporates the use of test formatted questions that are used on high stakes tests. The below link provides a technical resource for assessing ESL students.



www.kidsource.com/kidsource/content2/practical.assessment.4.html