As teachers, it is important that we know where our students are in regards to our lessons. One of the main ways that teachers discover how their students are learning is through designing different assessments. Assessments can take many different forms, which is the focus of Domain 1F. Keep reading below what some assessments can look like in the classroom according to Danielson's Framework.
What is Danielson's Domain 1F? This domain focuses on teachers designing assessment on what the student's learned as well as what the students learned for. These assessments should be designed to reach every student in the classroom, not just those that are the top of the class or those that are the bottom of the class. This domain is trying to focus on the importance of having assessments in the classroom and deems them as an important step in the planning process. Why is Domain 1C important? Assessments in learning are extremely important! When a teacher plans assessments into the lesson, this gives the teacher an idea of where he or she should be in the lesson. This helps the teacher to know to either move on or focus more on a section. Without planned assessments, the teacher could be ineffectively reaching the students in the classroom. Not only are these assessments for the students, but they are also for the teacher. The assessments can help the teacher to see whether he or she is on track and following the lessons as planned or how far behind the teacher is. To learn more about this domain, continue reading what elements are key to assessments in the classroom. What are the big elements to Danielson's Domain 1F? Under this domain of Danielson, there are four key elements that assist the teacher in regards to designing and using assessments. The elements are labeled along with brief descriptions below.
Congruence with Instructional Outcomes-This step emphasizes that the teacher is designing assessments that go along with the lesson. Assessments that are used in the classroom should be centered around what the students are learning rather than random thoughts that you want to know.
Criteria and Standards- What you, as the teacher, expect out of your students needs to be clear. There should be no middle ground where the students do not know what to do, rather there should be clear cut instructions for the students.
Design of formative assessments- The assessments given in class should be pre-planned rather than just thrown together at the last minute. In addition to pre-planning the assessments, they should also be given during the lesson.
Use for Planning- After giving assessments in lessons, the teacher should take the answers and results and plan for future assignments and lessons. Lessons should be able to be adjusted after receiving the results of the assessments given.
How can teachers use this domain in the classroom? To start off, teachers can create detailed rubrics for any assignment that will be given in class. It is our responsibility that the students know exactly what is expected of them. By creating a rubric, students would know what grade they would receive by how much effort and work they put into the project. Also, giving each of the students in the class a rubric, rather than just having one on hand for the occasional student to look at will prevent any misunderstanding from students. Also, rubrics give the teachers a pretty good guideline as well. The second way to created different surveys where students can give feedback about certain topics that was learned in class. This makes the students feel important while allowing the teacher to see where he or she can improve on the lesson. Students love to be actively involved in how the teacher plans a lesson and by creating a student survey, they can be involved. The survey does not mean that the teacher has to listen and apply each of the recommendations, but it gives the teacher a good idea of how to improve the lesson for the next time it is taught.
References: (2017). Kusd.edu. Retrieved 12 October 2017, from http://www.kusd.edu/sites/default/files/document-library/english/possible-artifacts.pdf (2017). Nctq.org. Retrieved 12 October 2017, from https://www.nctq.org/docs/Wichita_Evaluation__handbook.pdf