The Modern Teacher

Schools Use Games for Learning and Assessment

This video discusses how schools have begun to integrate technology to help students better learn material.  I think simulations and hands-on learning through technology is great and students become more involved and more intrigued in the lessons.  Teachers should continue to try and involve technology into their classrooms because that it was students use everday and enjoy using.

Program Evaluation in Business Education

           Chapter fourteen examines the goals of program evaluation within the context of business education programs.  The overall goals of program evaluation is illustrated by showing specific examples of these goals in business program documents, the recurrent attention to these goals in informal and formal evaluation practices, the impact of current legislative and cultural mandates, and examples of the ways that business programs can implement program evaluation in ongoing practices.

            The main goals of program evaluation are to enable a department to improve the quality of its program, to increase the program’s effectiveness, and to strive constantly for excellence.  Program evaluation improves program quality by asking three fundamental questions about the worth of the enterprise being examined.  The questions deal with goal accountability, process accountability, and outcome accountability.  Goal accountability addresses the question of whether goals are reasonable and appropriate.  Process accountability addresses the question of whether the procedures for accomplishing stated goals are reasonable and appropriate.  Outcome accountability addresses the question of the extent to which established goals been achieved.  The questions can be seen as part of ongoing informal assessments of programs, as well as part of formal program evaluation models.

            A commonly used model is the CIPP model, developed in the 1970s.  There are four types of evaluation which include context, input, process, and product.  This model uses both formative and summative information to enable stakeholders to establish an accountability record and make decisions.  Another type of model is known as the Kirkpatrick Model.  It has four evaluation levels which include reaction, learning, behavior, and results.

            There are also steps that can bring about improvement in the program.  The book discusses program goals, curriculum, student organizations, staff, community resources, facilities, software and equipment, instructional materials, and student follow-ups.  Through all of these, educators can learn and improve their system.  By effectively examining everything, educators will have the resources to provide quality instruction when they can continually demonstrate they are doing the right things and doing them well.

            It is important for educators to evaluate themselves and their program.  There is always room for improvement and changes.  Changes made need to be the right type of changes to ensure program quality.

Lambrecht, J. J. & Meggison, P. F. (2007). Program Evaluation in Business Education. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 186-201). Reston, VA: National Business Education Association

Assessment of Teacher Certfication/Licensure

           Chapter thirteen describes the assessment for teacher certification/licensure for three states.  The states used are Kentucky, Utah, and California.  To assure that our business teacher education programs are developing highly qualified teachers, the qualifications of business teachers must be scrutinized and assessed.  Each state discussed represents a different region of the National Business Education Association.

            In Kentucky, business educators are certified to teach grades 5 through 12.  Certification is based upon the completion of an accepted four-year teacher preparation program that includes student teaching and testing when applicable.  The approval of teacher education programs rests with the Education Professional Standards Board (EPSB) Kentucky teacher certification involves three rank levels and a state-prescribed internship.  The multiple levels are to encourage teachers to continue their education and update their skills.  There are also alternative routes to teacher certification, which is mainly used by candidates who did not follow the traditional education route in becoming certified.  The EPSB has set high standards for college and university programs approved to prepare business and marketing education teachers in the Commonwealth.

            In Utah, there are state specialists who are responsible for establishing state standards for five distinct business-related content areas.  The content areas include business education, economics and entrepreneurship, keyboarding, information technology, and marketing education.  The teacher program standard, along with the institutional requirements, are designed to prepare business teachers and marketing teacher to teach courses related to the various subject areas in the 6-12 grade levels.  There is a traditional route and an alternative route to licensure.  The traditional route has two levels of licensure requirements.  The alternative route is through Alternative Routes to Licensure (ARL) and is for individuals who lack teacher preparation.  Utah is also in its initial stage of implementing the PRAXIS II test.  The state has recently implemented NCLB requirements into the licensure process which is being accomplished through content area assessment testing in both the traditional and alternative routes.

            In California, the California Commission on Teaching Credentialing (CCTC) launched an extensive standards and assessment development effort designed to improve the preparation of K-12 teachers.  The result of that effort was the passage of SB 2042, which is a two-tier credential with specific requirements for each tier.  To teach in California, candidates must graduate from a college/university that has a subject-matter competency program in business teacher education that has been approved by CCTC.  For alternative paths to certification, there are four options:  The California Subject Examination for Teachers exam; Transcript evaluation; supplementary authorizations; and individuals who hold an out-of-state credential.

            It is interesting to learn about the requirements of other states for being a business education teacher.  I know that if I teach in a different state I will have to meet their requirements.

McDonald, M. L., LaBonty, D., & Lacy, R. C. (2007). Assessment for Teacher Certification/Licensure. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 172-185). Reston, VA: National Business Education Association

Assessment of Research

            Chapter twelve is about research assessment which is critical to ensure the well being of business education, its practitioners, and their constituencies.  It is the quality control process that should determine which curricular and teaching practices are sound and subsequently implemented by business education professionals for the benefit of others.  In this chapter, understanding research, assessing business education research, and implementing business education research findings is discussed.

            Research serves as the foundation of the business education profession by offering information and guidance about many topics.  It is the foundation of a viable, thriving professional community.  It also develops the knowledge base, enhances teaching, facilitates real-world application, and strengthens the discipline and the researcher’s perceived image.  Research assessment seeks reliable and valid meanings and is the critical evaluation of the strengths and weaknesses of research.  Scientifically-based research is evidence-based practice.  It is the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.  It is required for all federally funded programs under the No Child Left Behind Act.  It also seeks to improve education and to develop a knowledge base about what actually works.

            There are many business education resources that educators are able to use.  The Business Education Index is an invaluable research tool when following research about a topic over a number of years.  There are also many databases that can be used to retrieve relevant literature.  Another type of literature is fugitive literature which is challenging to secure.  Many of the periodicals are not indexed in print or electronic form and can be found only if one personally knows about them and where they can be located.

            Business educators should assess business education research by understanding research assessment procedures commonality for all types of business educators, evaluating research outlets, understanding the research cycle, and evaluating research study components.  After the research is done, business education research findings should be implemented at various instructional levels.  Research findings enhance the quality of the instruction that they deliver to diverse audiences at various instructional levels.

Scott, J. C. & Blaszczynski, C. (2007). Assessment of Research. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 159-171). Reston, VA: National Business Education Association

Feedback for Professional Development

           Chapter eleven is about feedback for professional development.  It focuses on the need for professional development, the use of assessment to determine appropriate professional development, the assessment of professional development, and the methods of providing professional development.  Feedback for professional development has become a critical issue for administrators and teachers.  Expectations from multiple levels have increased for student achievement outcomes and more complex assessment techniques are required.

            Professional development is the process that improves the job-related knowledge, skills, and attitudes of business educators.  The goals of professional development are to advance students’ learning and to improve the practice of teaching.  Teachers must also stay current with changing technology, which require modification in assessment techniques.  Professional development activities are an excellent way to maintain current knowledge.  When teachers partake in professional development activities, they improve learning and teaching skills amid changes in delivery, subject-matter content, student needs, schools, society, and the workplace.

            Assessment can be used to determine appropriate professional development for a group of teachers.  Assessment-centered professional development focuses on assessment, curriculum, teaching, and learning.  It offers a range of activities that encompasses the teaching and learning process.  It includes establishing goals for student learning, developing assessment instruments and rubrics, implementing the assessment plan, assessing student performance, and evaluating the assessment process.  Educators must also verify the effectiveness of their program.  Individual courses, curricula, and entire programs must be examined frequently to ensure that students at each level are capable of progressing to the next phase.  National Standards, the Major Field Test, and the PRAXIS Series of examinations provide appropriate verification measures.

            Teachers must also be assessed of their own professional development.  Even though many teachers do not like being assessed of their own performance, administrators must ensure them that it is for their own good.  Administrators must show teachers how appropriate assessment can benefit them personally and then they must provide teachers with meaningful professional development opportunities.

            Professional development strategies can be many different forms.  These forms include reflection and inquiry, formal instruction, professional organizations, and mentoring and peer collaboration.  Each of these is very important for both teachers and students.  I know that when I am a teacher I will partake in many of these professional development forms.  When I was younger, I remember my mother going to workshops during the summer and learning new concepts and ideas for the classroom.  She is still going to workshops and teaching me new things.  She is also very active in professional organizations and learns so much when she goes to conferences.  I know that both of these professional development activities will greatly benefit me in the future.

Balachandran, M. E., Blair, R. B., & Lewis, S. (2007). Feedback for Professional Development. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 146-158). Reston, VA: National Business Education Association

Proof of Student Achievement

           Chapter ten discusses the types of assessment data, assessments related to course content and standards-based assessment as sources to verify student achievement, guides for the use of assessment data as proof of student achievement and ways to recognize and celebrate student accomplishments.

            Assessment data are used to validate course content, student knowledge and skills, and other expected learning outcomes.  Assessment objectives must be matched to curriculum and course objectives and the objectives are used as guides for various assessment tools developed and used by classroom teachers.  Performance standards must be translated into assessment and reporting methods that students, teachers, and other stakeholder understand and interpret appropriately to measure student performance meaningfully.  Rubrics can be used to describe and scale the levels of student achievement on tasks.  There are three types of rubrics which include task-specific rubric, developmental rubric, and relative rubric.  The most common type of assessment is teacher-made assessments.  These assessments are used to determine grades, group students, diagnose student strengths and weaknesses, motivate students to learn more, plan instructional content and pedagogy, communicate expectations to students, and evaluate instruction.

            The results of assessment should be considered as information, not just data.  Student achievement can be reported in different forms which can be pretest/posttest, on-demand, and over-time assessments.  Pretests can be given to see what the students might know about the subject before it is taught.  Posttests are given after the subject material is taught to see if the students learned and understand the material.  On-demand assessments can be formative or summative and is given over a short period of time, like a quiz.  Over-time assessment is a summary of student achievement and performance, like a final grade.

            Assessments are very important for teachers and students.  They measure student achievement or failure.  Assessments let the teacher know if they are being effective in the classroom and if they need to change how they are teaching the material.  There must be evidence that students are achieving in the classroom and that curriculum standards are being met.  Stakeholders, who include students, parents, administrators, general public, and local, state, and federal education agencies, must also know how students and teachers are doing in the classroom.  If students are achieving, they should also be rewarded for their accomplishments.  Teachers should acknowledge these outstanding students because it will only boost their confidence.  Also, if students who are not doing so well are see the benefits of being a good student, and then maybe they will try to improve also.  Assessments are critical in education.  It is important that teachers take them seriously and for students to understand how significant they are.

Brown, B. J. & Mundrak, G. A. (2007). Proof of Student Achievement. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 130-145). Reston, VA: National Business Education Association

Data-Driven Instruction

            Chapter nine is about the analysis of data that drives instructional decisions.  Chapter nine defines sources of data and identifies how to analyze the data to make curricular decisions.  Collecting, analyzing, and understanding how to use data effectively is a continuing process that is discussed.  This chapter discusses sources of data, analyzing data, and how to use data effectively.

            There are four sets of data which include student learning data, demographic data, program data, and perception data, that is examined to create a clear picture of what schools must do to meet the needs of all their students.  Before implementing any process for collecting and analyzing the data, teachers and administrators must understand what each of these four sources involves.  Student learning data can be derived from standardized tests, criterion-referenced tests, teacher observations of student abilities, and authentic assessments.  Standardized testing is able to provide assessments that are psychometrically valid and reliable.  Criterion-referenced tests are intended to measure how well a person has learned a specific body of knowledge and skills.  Teacher observation of students’ abilities is making note of how students are responding to the material being taught.  Authentic assessment incorporates real-world situations.

            Demographic data includes enrollment, attendance, ethnicity, and gender figures, grade levels, dropout rates, and socio-economic information.  The main reason for collecting this type of data is to have a clearer picture of a district’s students.  It is to understand who the students are, what trends are seen in the student population, and what factors outside of school may assist administrators and teacher to better understand students.

            Program data are a description of school programs, instructional and assessment strategies, and practices in the classroom.  It is seen as action research, which involves gathering data that will enlighten future decision making about programs and curricula.  Perception data consists of individual views, beliefs, and values about systems in the workplace and in academic settings.  Perception data can be collected through questionnaires, interviews, and observations.  Through this data, educators can recognize and respond to the opinions and ideas of the wider school community.

            Once all types of data have been collected, it can then be analyzed.  Analyzing data can be used to help improve and facilitate student learning.  Also, once data has been analyzed, educators will be able to use the information to place students in appropriate courses, to monitor quality of instruction for student learning, and to develop working relationships within the community in order to enhance the business program.

            Data is very beneficial in the school system.  The different types of data are used regularly and educators learn about their students and their own teaching styles.  Data can be used for many different reasons and it is important that educators take advantage of the benefits of data.

White, Raholanda. (2007). Data-Driven Instruction. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 117-129). Reston, VA: National Business Education Association

Online Learning and Assessment Solutions

           Chapter eight discusses online learning and assessment solutions.  It emphasizes the emerging role of assessment in the delivery of instruction from remote locations.  It discusses distance learning assessment issues, online assessment tools, aspects of security and authentication of test takers, alternative online assessment strategies, and evaluation of online student participation.

            There are many issues with distance learning assessment.  The book thoroughly discusses four of them.  Conducting a formal assessment transparently is a tricky arrangement in the traditional classroom.  An online assessment’s format can more closely match the subject matter to the students’ learning preferences.  Online assessment can be delivered as text, audio, graphics, or video, which means the instructor can design the most appropriate assessment that matches the online course media.  The last issue is authentic authorship in an online assessment is critical.

            There are online assessment tools that are used in online courses.  Stand-alone assessment software can be used which serves three purposes.  They reduce the time and cost in developing and maintaining web-based assessment tools; the exist for institutions that want to augment traditional on-campus courses or in-house training programs; and an assessment package can be added to distance learning courses that primarily function through e-mail discussion complemented by news groups or mailing lists.  There is also text-analysis software which analyzes and grades student writing based on text-recognition.  Teachers should evaluate online assessment software across eight dimensions which are versatility, adaptability, scope, responsiveness, flexibility, security, availability, and suitability.

            There are many security and authentication of test takers in online courses.  Verifying online authorship can be used which can use fingerprint recognition, voice authentication, online signature systems, and biometric system applications.  There are also issues of plagiarism and cheating.  There are many resources that can be used to check the authenticity of essays and previous essays.  I have had many teachers use programs to make sure we were not copying previous papers.

            There are also alternative online assessment strategies.  These include scratch-test, test-correction tactic, bid tests, and vignettes, and web-based portfolios.  I have actually used some of these various types of assessment strategies in previous online courses.  Personally, I like to have options when I am taking a test and I like when the teacher changes up the assessment format.

            I feel as if this chapter is more for college level educators.  I am not sure if many high school teachers really use online courses.  I know that if I ever teach an online course I will know what type of programs and forms of assessment to use.

Maeder, Dale, W. (2007). Online Learning and Assessment Solutions. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 102-116). Reston, VA: National Business Education Association

Technology Tools and the Assessment Process

            Chapter seven is about technology tools and the assessment process.  Teachers are able to blend various technology tools within assessment activities and it allows the teacher to match a student’s learning style with the appropriate assessment tool, which ensures that the instructor will connect with the student to obtain desired results.  This chapter discusses the topic of student-centered assessment within the context of a technological environment.  A connection between technology and learning is established, then specific technology tools available for the classroom is discussed, and online assessment is addressed.

            Student-centered assessment helps educators focus on students’ becoming self-directed in learning plans and activities.  Self-directed learners are defined as a student who takes responsibility for his or her learning.  Student-centered model of learning encourages teachers to view their students as academic partners who work together to produce relevant and meaningful learning experiences.  Technology provides educators with tools to develop alternative and individualized informal and formal assessments which provide feedback for students and educators.  Teachers have to understand though that technology must be used with a purpose.  There must be a connection between technology use and learning.

            Classrooms have changed throughout the years.  Now there are computers, projections screens, new software, and other technological devices.  Classrooms now have Smartboards which is a large screen that acts as a touch-sensitive computer monitor.  I had never used a Smartboard until my internship and they are very useful.  There are so many ways Smartboards are used and the students really enjoy using them also.  Some schools also use a laptop cart, which can change any classroom into a computer lab.  Another type of classroom is the hybrid classroom which is a face-to-face classroom that blends online tools into class content and assessment.

            Informal assessment is a way of measuring student learning and is very important.  It allows educators to make adjustments during the course.  Smartboards, student response systems, Breeze Presenter, simulations, reinforcement software, drill and practice software which is tutorials and games can be used.  I have only a couple of these assessment tools and they are great.  The students enjoy using a variety also.

            Formal assessment tools include web-based tools, course management tools, and online conferencing tools.  There are exam generators, application software, screen capture software, and online conferencing tools.  The only experience I have with this type is from the online courses in this program.

            The different tools and assessment processes discussed in this chapter are very helpful.  I know that I will be able to use many of them and I am looking forward to the feedback of my students to let me know if they gain anything out of the class.

Wilkinson, Kelly, L. (2007). Technology Tools and the Assessment Process. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 88-101). Reston, VA: National Business Education Association

Selecting Appropriate Assessment Methods

            Chapter six is about selecting the appropriate assessment methods needed to achieve three goals.  These three goals include:  to determine whether his or her instruction is successfully conveying material to the class in general; to assess the knowledge level of each individual student; and to formulate a plan to enhance student learning.  Enhancing student achievement through assessment, then the main categories of assessment is reviewed, and descriptions of various assessment tools are provided.

            Bloom’s Taxonomy is long trusted as the analytical framework for knowledge acquisition.  It can be characterized as a scheme to classify educational goals, objectives, and most recently, standards.  The original version categories included knowledge, comprehension; application, analysis, synthesis, and evaluation.  The revised version categories are remembering, understanding, applying, analyzing, evaluating, and creating.  When educators understand the principles of the taxonomy enables them to classify what exactly is being assessed.  The other model used is the Dynamic Instructional Design (DID) model.  It follows a six-step process for designing instruction that includes formative and summative feedback questions at each step.

            The next section discussed is about connecting theory to practice.  Authentic assessment is first mentioned.  Authentic assessment usually means presenting students with tasks that are directly meaningful to their education instead of indirectly meaningful.  One of the most important practices to emerge from authentic assessment are rubrics which are scaled descriptors of performance through which teachers could describe students’ level of mastery.  Alternative assessment is discussed next which refers to any type of assessment that does not include the classic objective formats of multiple-choice, true/false, fill-in-the-blank, and matching, continuing all the way to standardized achievement tests.  They provide formative and summative data for teachers and students.

            There are many assessment options teachers are able to use.  These include quick-check assessment vehicles which are three-minute writes, muddiest point, know-want-learn, think-pair-share; checklists, role plays, rubrics, portfolios, and written evaluations which include learning logs, journals, and reflections.

            This chapter is very informative about assessments which will help me in the classroom.  I know that I will be able to use the many assessment options mentioned in this chapter.  I have already used some of them when I was interning and they really do work.

Williams, S. R., Wattam, D. K., & Evans, R. D. (2007). Selecting Appropriate Assessment Methods. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 74-87). Reston, VA: National Business Education Association

Determine Student Outcomes in the Content Areas

           Chapter five is about the mapping of instructional practices and techniques for designing assessment tasks with multiple purposes, both of which are necessary to determine student outcomes in the content areas.  Mapping instructional practices is when an educator evaluates the elements of instruction or any combination of resources, and whether those practices work best for the students.  This is can be seen as reflective practice, which encourages educators to critically examine what did and did not go well in the lesson and what can be changed when the lesson is re-taught.  Educators must use standards to develop and standardize curriculum, establish benchmarks for student performance, provide the basis for formative and summative assessment and guide instructional practices.

            Standards are very important for educators.  There are content standards, performance standards, curriculum standards, and delivery standards.  NBEA standards are used by school administrators, curriculum writers, and teacher who seek to develop or improve their business education curricula.  There are also state standards made to be used which are developed by each state.  With No Child Left Behind, states are required to set clear and high standards for what students should know and educators are required to measure the student’s progress toward each standard.

            There is also standards-based assessment, which makes the content of lessons more meaningful to students.  Assessment is fundamental and can help determine the effectiveness of education and training.  There is process and outcome-oriented assessment which provides students with instruction that is thematically focused around big issues and real-world problems.  Teachers can use an integrative approach with their lessons, and two approaches mentioned in the book include High Schools That Work (HSTW) and Integrating Computer Technology into the Classroom (NTeQ).  Both of these can be used in building integrated learning activities with a primary goal of providing students with a streamline model of how disciplines fit together in reaching goals for workplace readiness and academic success.

            This chapter also provides a sample lesson plan which goes into great detail of the different sections that are included in a lesson plan.  This lesson plan is very detailed and definitely makes me re-evaluate how I make my lesson plans.  The lesson plan uses the NTeQ model which is a ten-step lesson plan.

            Integration is a very important part of teaching and learning.  Teachers should create interesting and stimulating lesson content to keep students motivated to learn and do well in the classroom.  I hope that when I am a teacher I can be creative in the classroom and my students will really enjoy the class and enjoy learning the subject being taught.  I know that I will need to be reflective when I am teaching and also get student input to help my lessons even better.  When I was interning, I would always get student feedback and they would let me know what style of teaching they preferred.  I would try to make each lesson presentation different to meet different student needs and I think the students enjoyed that.

Moore, W. & Woytowish, S. J. (2007). Determine Student Outcomes in the Content Areas. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 57-73). Reston, VA: National Business Education Association

Assessment to Support and Reinforce Academics

            Chapter four is about assessment to support and reinforce academics.  Business educators have to validate the importance of business education in the school’s curriculum.  Business educators must collaborate with other teachers in other content areas to incorporate the other curriculum into business education.  This chapter focuses on ways teachers can successfully incorporate many curriculums with business education.

            Business educators have to work with other teachers to show that business classes include and strengthen core academic content.  Business educators have to prove that business classes are just as important as the core classes.  There are strategies for collaboration that teacher can use.  These strategies benefit all teachers and students in that there can be higher test scores, higher student retention rates, increased communication among teachers, fewer discipline problems in classrooms, and more engage students due to real world activities.  Teachers need to start off by mapping the business education and academic standards, identifying where learning objectives are being taught or reinforced.  Teachers can then determine the learning opportunities that should be included in an individual class or program.  Teachers then can align business courses with core content courses which is essential for continued business and technical education growth and vitality.

            Business teachers must work collaboratively with core content teachers to promote the reality that basic entry-level skills are the same in all industries.  Business education classes enhance English, mathematics, social studies, and science.  Students have many assignments and activities that really focus on English and mathematics.  In many of the classes students are creating memos, business letters, PowerPoint presentations, etc.  Students are also able to take finance and accounting classes which will help their math skills.

            Teachers must also create a comprehensive, valid, and reliable assessment program that clearly defines desired student-learning outcomes and designs assessment tools to determine whether students achieve established outcomes.  Teachers can define dimensions of learning, create a learning outcomes matrix, use checklists, and build skills through assignments.  Teachers also must be accountable to the business community, which depends on educators to prepare highly trained employees.  Business teachers have to prepare students with workplace skills, which mean assessment is important to know how the student is progressing.

            This chapter mainly proves how important it is to collaborate with other core academic teachers.  Business teachers have to be willing to work with other teachers if they want their program to be successful.  Business education offers so many opportunities to students and it is vital that the business education teachers do everything to keep it still active.

Carnes, L. & Vice, J. P. (2007). Assessment to Support and Reinforce Academics. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 41-56). Reston, VA: National Business Education Association

Reflect on Effective Teaching

            Chapter three is about reflecting of effective teaching, which can provide valuable information to the teacher to improve their classroom effectiveness.  The chapter addresses six dimensions of effective teaching, which includes planning and preparation, managing the classroom environment, providing quality instruction, assessing student outcomes, pursuing professional responsibilities, and engaging in reflective practice.

            Planning and preparation is the first dimension and it directs the educator to take great care in aligning instruction with preset, effective pedagogical standards.  There are standards for instruction and for the teaching profession.  Standards instill a quality in both the teaching and learning process that may not be present or apparent.  One of the most important parts in the teaching process is planning for instruction.  There are also national standards for the teaching profession which provides the foundation for identifying excellent teaching.  These standards include INTASC standards and NABTE standards.

            The next step is managing the classroom environment.  Teachers must provide a classroom with an environment that is conducive to learning.  Effective classroom management occurs when a teacher consistently prepares well-planned lessons and materials; provides a positive supportive atmosphere for learning; establishes and reinforces classroom procedures and rules; and deals quickly and firmly with distractions and inappropriate student behaviors.

            Providing quality instruction is another important step.  This has an effect on student learning and warrants attention and exploration.  There are many different ways of instruction teachers can use.  The book describes many great strategies that teacher can use and that are effective.

            Assessing student outcomes is the next step in the process of developing optimal teaching strategies.  There are two methods that can be used which are peer evaluation and self-evaluation.  Teachers can also use rubrics or scoring guides to assess students.

            Professional responsibility is another way to improve teacher effectiveness.  This basically means that educators continue to learn and grow in every possible capacity to enhance their own lives as well as the lives of their students by improving their learning outcomes.

            Engaging in reflective practice is very important in improving effectiveness.  Teachers should reflect on their teaching that day and analyze how they did and what they can do differently.

            There is always ways for teachers to improve how they teach and being an effective teacher.  Reflection tells teachers what has been learned, what changes need to take place, and what improvements need to be made to ensure more effective teaching and learning.  This chapter definitely makes me realize how to be an effective teacher when I am in the classroom.  I know that it will take time and experience to be a great teacher, but this chapter helps me understand what I will be doing wrong and how I can improve my teaching.

Fisher, D., Rouse, S. E., Davis, L. (2007). Reflect on Effective Teaching. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 28-40). Reston, VA: National Business Education Association

Provide Student Feedback to Define Quality Work

            Chapter two focuses on feedback from teachers to the students.  Feedback is important because it provides the information students need to know how they are progressing.  Feedback should be continuous, constructive, relevant, timely, specific, and sincere; which will offer students a greater opportunity to successfully reach their learning goals.  By providing feedback, teachers make an impact on student learning.  Feedback can motivate and guide students through the learning process.

            There are different types of feedback which include continuous, constructive, relevant, timely, specific, and sincere.  Each one of these types of feedback is important.  Teachers should use all these types of feedback for their students because students respond differently to all of the types of feedback.  The book gives examples of each style of feedback which helps in understanding them better and how to approach students with feedback.  Teachers do need to be careful when they are providing feedback because some students can take things personally.

            The next topic mentioned is the styles of feedback in the assessment process.  Assessment can either be formative or summative.  The manner in which the feedback is provided can be either formal or informal.  Formative assessment is ongoing and determines student performance on a continuum.  Summative assessment is culminating and identifies what the student has learned.  Both of these types of assessments provide the opportunity for teachers to inform students of their progress.  Formal feedback is mainly scheduled activities and provides documentation.  Informal feedback is ongoing and mostly used by teachers.  This is usually when teachers interact with the students in discussions, groups, and is more spontaneous.  This type also lacks documentation or proof that a message was conveyed.

            There are many helpful tools teachers can use to document student performance and provide feedback.  By using a variety of tools, teachers are able to accommodate all learning styles of the students.  The different types of resources the book mentions includes observation forms, journals, quick-writes, snowball activity, ticket/passport and in/out the door, dear abby, reflections, checklists, rubrics, rating scales, review activities, portfolios, individual or group conferences, and student performances.  I think each of these resources is very useful.  I also think teachers should use many of the different types.  Students like to have some variety, but still have structure.

            I think this chapter gives some great ideas of how to provide great feedback to students.  Sometimes students can handle feedback well, but some take it the wrong way.  This chapter provides ways of how to be polite, but still authoritative when providing feedback.  I think if teachers are creative in the different ways they provide feedback, they will have better responses from students.  Feedback is very important in the classroom and should be used continuously.

Briggs, Dianna. (2007). Provide Student Feedback to Define Quality Work. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 13-27). Reston, VA: National Business Education Association

Assessment 101

            Chapter one focuses on evaluating student growth and achievement by using assessment.  There are three different types of domain which include cognitive, affective, and psychomotor.  This chapter discusses the different types of assessment, the importance of measurement, validity, reliability, and scoring guides, and also the purposes of assessment.  Assessment is important for any subject because it provides information on student growth and achievement to the students, teachers, parents, administrators, state and federal employees, and prospective employers.

Educators try to use varied means of assessment to best identity the skills and competencies students have achieved in all domain of learning.  There are many different types of assessment which includes traditional, alternative, performance, authentic, high-stakes testing, benchmark, formative, and summative.  The book goes into detail about each type of assessment and provides examples of the assessments.  This is very helpful when trying to understand which type of assessment teachers can use for various subjects and assignments.

The next topic discussed is measurement.  Measurement is the process of obtaining a numerical description of the degree to which an individual possesses a particular characteristic.  There are two types of measurement which include norm-referenced measurement and criterion-referenced measurement.  Norm-referenced measurement is where ratings or comparisons are made to other learners’ outcomes.  Criterion-referenced measurement is used to measure student outcomes when compared to standards and content of a given field or discipline.

Validity and reliability are the next topics mentioned.  Validity is the degree to which an assessment measures what is intended to be measured.  Reliability is the degree to which the assessment provides consistency in what it measures.  Scoring guides are also mentioned, which are rubrics that can help in assessing students. 

After reading this chapter, I now understand assessment and the ways to measure it more than what I did before.  I did not know that there were so many different types of assessment and now I am more aware of them.  The author provides great explanations of each topic and definitely helps me grasp the concepts easier.

I believe that this chapter will be able to help me when I am in the classroom in the future.  Each student responds differently to the various types of assessment and I think it is important to use as many of the different types as possible.  Business educators have the opportunity to use a variety of assignments and assessments in the classroom.  Students are able to benefit from this because they can excel in different areas.

Zeliff, Nancy, D. (2007). Assessment 101. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 1-12). Reston, VA: National Business Education Association

Educational Technology Reflection

This is a video that explains why technology is so important in education and how teachers should incorporate it as much as they can.  I believe that if teachers learns the new technologies and stay up-to-date with them, then they will have more positive feedback from their students and hopefully more involvement in the classroom.