As I looked over the outcomes I began to ask myself
a few questions what is it that I want my students to learn and how are they
going to get the information they need to be able to count from 1-10. In order
to get my students to that they level of understanding students first needed to
be able to recall specific information, use cognitive process that is a step
beyond recall by interpreting, translating, or extrapolating and the ability
not only to understand material, but also to know how and when to apply the
information to solve problems.
We also must understand that cognitive learning is
only one dimension of education; we as professional educator have to encourage
positive attitude and value. Once we have created this positive attitude and
value then students will began to have a positive attitude towards learning,
themselves and others. We can reach students best when they have such a
positive attitude, support and encouragement. I know this from experiences just
working with my son everyday on his homework. I try to create a positive
attitude, supportive environment that will empower him to want to learn more.
By doing this, everything else will began to fall into place which will give
you the outcomes we want.
The first test time is a representation of flash
cards that students would began to identify numbers, items and written words.
The second test item is a representation matching, it reduces the effects of
guessing, more efficient than multiple choice and matching is simple to
construct as well as easy to score. The third test item is a representation of
fill in the blank (completion test), which eliminates guessing and require the student
to recall information and it takes less time to complete and more content can
be covered during the test. As for the essay questions I wanted students to demonstrate
written number belongs with what number.
Kubiszyn, T. & Borich, G. (2010). Educational
testing & measurement: Classroom application and practice (9th ed.).
John Wiley & Sons, Inc., Hoboken, NJ.
