How you communicate learning objectives to your class and measure student performance of the identified learning objectives.

Benchmark – Best Practices Presentation

Your principal has noticed how well you communicate learning objectives, guide students to set individual goals, and guide students to self-assess and track their progress. Because of your successes using these best practices, he has asked you to present these methods in an upcoming professional development.

Part 1: Best Practices Presentation

For this benchmark assignment, create a 10-12 slide digital presentation of evidence-based best practices related to progress monitoring, communicating learning objectives, self-assessment, and providing effective feedback.

The presentation should include the following components:

• How you communicate learning objectives to your class and measure student performance of the identified learning objectives.
• How you work collaboratively with students to establish learning goals and track individual progress.
• How you assist students in analyzing their work, assessment results, and keeping track of their own progress.
• How you provide effective, descriptive feedback to your students.

Include a title slide, reference slide, and presenter’s notes.

Support your findings with a minimum of three scholarly resources.

Part 2: Summary

In 500-750 words summarize and examine the process of implementing your best practices in communicating objectives, progress monitoring, and providing effective feedback.

Answer the following in your summary:

• What is the value of analyzing performance data? Discuss the influence instructional planning has on gaps and patterns.
• How can the best practices included in your presentation inform instructional planning? How are learning gaps and patterns addressed?
• How does the classroom climate influence students’ confidence in learning independently and taking ownership of their academic progress?
• How does inquiry and the development of higher-order skills promote student engagement and motivation to learn?

Support your findings with a minimum of three scholarly resources.

Submit your presentation and reflection as one deliverable.

Prepare this assignment according to the guidelines found in the Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Program competencies and national standards assessed in the benchmark assignment

COE 3.4: Use their knowledge and understanding of individual and group motivation and behavior among students at the 1-8 level to create opportunities for students’ active engagement in learning, self-motivation, and positive social interaction. [ACEI 3.4; InTASC 7(n); ISTE-T 1c, 2b; MC2, MC4]

COE 4.2: Candidates examine performance data to guide and engage students in their own thinking and learning, and to inform instructional planning based on identified learning gaps and patterns. [ACEI 4.0; InTASC 6(c), 6(f), 6(l), 7(l)]

COE 4.3: Candidates continuously monitor student progress to provide effective descriptive feedback, and collaboratively establish learning goals, assisting students in identifying quality work and analyzing their own assessment results. [ACEI 4.0; 6(d), 6(m), 6(n), 6 (q), 6(s)]

https://lms-grad.gcu.edu/learningPlatform/rubric/rubrics.lc?operation=printRubrics&rubricId=085468e8-fc36-4c9b-991a-7fb5da6fae38&classFolderContentId=9b13f092-99f6-4039-b5a1-8e5d1570c3ff&isAppliedRubric=false

Clinical Field Experience C: Self-Assessment

Allocate at least 3 hours in the field to support this field experience.

Part 1: Assessment Conversation

Choose one student with whom you have been working with in your field experiences and assess the goals for that student. After identifying and sharing the goals with the student, discuss the different ways he or she can assess their own learning.

Consider the following questions when working with the student:

1. What does assessment mean?
2. Why is assessing your own learning important?
3. What is most difficult about assessing your own learning and what is the easiest?

Summarize their answers in 50-100 words.

Part 2: Assessment

Using the “Assessment Plan” you created in Topic 4 with your student’s personal goals and learning objective, one aligned assessment, and rubric, implement the assessment with one student.

Share the rubric with the student, demonstrating how to monitor his or her progress and understand one’s educational goal. Remember, if you are working in the early grades, a rubric can be as simple as a happy/sad face scaffolding to show understanding.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Part 3: Reflection

In 250-500 words, summarize and reflect on the process of developing guidelines to track data and guide students to meet goals. Consider the following questions in your reflection:

• Was the student able to understand how to assess his or her progress with the rubric?
• How does this process help to foster student independence?
• Why is it important to share rubrics with students prior to completing the actual assignment?
• What gaps did you notice in the process of these field experiences?
• How would you adapt this process to meet the needs of students in your future professional practice?

Support your findings with a minimum of three scholarly resources.

Submit the notes from the assessment discussion with the student and your reflection as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

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