process of developing, modifying and evaluating your project

Write a 4–5 page reflection about the process of developing, modifying and evaluating your project. Although you are not required to teach your lesson, what would be your plan to analyze your teaching performance after you give the lesson?

Speculate on the types of changes you might have to make as you teach to accommodate individual differences of your audience. What do you feel are the strengths of your instructional materials?

Reflect on future career goals (Carer goal is to become an instructor of psychology at the college level). Which educational psychology theory or model do you feel will be most relevant to your future career goals? Why? As new instructional methods and models are introduced, what measures can you take to ensure that they have been supported with reliable and valid research?
To successfully complete this assignment, you must meet the following requirements:

Written communication: Written communication is free of errors that detract from the overall message.
Length: 4–5 pages, does not include the title or reference pages.
APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting.
References: A paper of this length should include references. As a graduate student, you are responsible for determining the appropriate number of resources. The majority of them should be original research articles published in peer-reviewed, psychology journals, such as APA journals. A few review or survey articles are also acceptable.
Font and font size: Times New Roman, 12 point
ASSESSMENTS 1

ASSESSMENTS 5

Assessments and Grading Rubric

Formative Assessment

Questions and answers

Questions will be asked as the lesson goes on and students asked to answer at random

Observation

Observe how students react to new concepts

Exit slips and admits slips

Questions will be administered and collected at the end of the lesson

Self-assessment

Students will be asked to reflect on their learning process

Group discussions

Students will be grouped to discuss what they have learned

Peer-assessment

Students will be asked to assess one another

Formative assessment refers to the techniques employed by teachers to undertake the in-process evaluation of the students’ grasp of a concept being taught (Black & William, 2009). A good formative assessment should be able to give feedback to the teacher on the students’ comprehension, the learning needs and the progress made during the lesson or topic. The objective of the designed formative assessment will be to gather information and learning experiences that will be used to improve the learning process and make modifications where necessary.

As the lesson progresses, the teacher will pose questions to the students at different stages of Piaget’s Cognitive Stages of Development and students will be selected to answer at random to test the individual grasp of the processes and characteristics involved in the different stages. Observation will be essential in evaluating the students’ concentration levels and their reaction to the introduction of new concepts. Admit slips with questions on the previous lesson will be given at the start of the lesson to test the students’ comprehension of the previous concepts learned. Exit slips with questions on the lesson of the day will also be given and collected at the end of the lesson to evaluate how the students faired during the lesson. The students will also be asked to undertake a self-assessment test on how they understood the concept. Group discussion will be encouraged for the students to also do peer-assessment on one another and come up with questions on areas that need clarification and ways to improve the learning process.

Summative Assessment

The following questions will be asked at the end of the topic to do a summative assessment of the students’ grasp of the concept of Piaget’s theory of cognitive development.

1. Is the rehearsal of information among different levels of school-going children an ability they develop as they age or is it a skill they acquire through formal education?

2. In your opinion, would a genius child reach the formal operational stage faster than a child of formal intelligence?

3. Does the environment have any influence on the progression through Piaget’s stages of cognitive development?

A summative assessment aims to test the students’ grasp and comprehension of the whole concept (Garrison &Ehringhaus, 2007). At the end of the topic, the above questions will be given to the students and answers expected within a given timeline. The purpose of the test will be to test the students’ understanding of the stages of Piaget’s theory of cognitive development. This test will be appropriate because it will test the students on their understanding of the stages of cognitive development as well as the characteristics associated with each stage of cognitive development as advanced by Piaget.

The first part of the assessment will test the students’ application of the stages of cognitive development in a real-life situation. The second question will test the students’ grasp of the characteristics that define each stage and how they can be used to analyze children’s cognitive development. The third question will test the factors that are ideal for a child to progress through the stages of Piaget’s cognitive development theory.

Grading Rubric

Excellent

Competent

Needs Work

Knowledge/Understanding

30%

The student demonstrates an in-depth understanding of the four stages of Piaget’s cognitive development and application goes beyond what was discussed in class

The student demonstrates accurate knowledge but the application of the concept does not go beyond the classroom discussion

The student shows inaccurate information and demonstrates a lack of in-depth knowledge of the stages and application of cognitive development

Thinking and Inquiry

30%

The student demonstrates conceptual awareness and ability in their answers as well as critical thinking and inquiry around the concepts

The student demonstrates conceptual awareness and ability in their answers with little thinking and inquiry

Student lacks conceptual awareness ability with little or no inquiry around the concepts

Communication

20%

Ideas and answers are communicated with proper spellings and grammar

Ideas and answers are communicated clearly but with some little grammatical errors

The student fails to communicate the ideas and answers clearly and submission is full of grammatical and spelling errors

Use of practical examples

20%

The student demonstrates the ability to include practical examples to answer the questions and communicated

The student demonstrates the ability to include practical examples to answer the questions but the examples are not communicated.

The student does not include practical examples in their answers

References

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation, And Accountability, 21(1), 5-31. DOI: 10.1007/s11092-008-9068-5

Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.asp x

 

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