Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Assessment takes on many forms within the context of teaching. Both formative and summative assessments in a variety of formats need to be utilized to fully understand where each learner is at. The information learned from these assessments is then applied to instructional planning in order to facilitate ongoing differentiation.
Throughout my teaching experiences, I have had the opportunity to apply several means of assessment. Each of my lessons includes multiple elements of formative assessments. I do this through means of student check-ins such as Thumbs up if you get it, to the side if you're confused, and down if you don't get it at all. Based on this assessment, I can determine if I need to do a reteach for all of my students, do remediation for some of my students, or if my students are ready to move on. Additionally, I make a variety of observations throughout my lesson which can be seen in my first artifact, an IFSP Observation Log, from my placement in Early ACCESS. I then applied these observations to my next instruction time and shared the progress I observed with families.
Additionally, in Early ACCESS, I compiled a more formal assessment data for IFSP reviews. In these assessments I used tools such as Developmental Assessment of Young Children- 2 (DAYC-2). In these assessments I analyzed students skills to determine if an assessment with more general developmental skills or developmental skills that were further broken down to isolate specific skills for instruction goals. These assessments utilized observation, interviews with the parents, and formal tests that allowed for multiple perspectives to make the assessment more reliable. My second artifact, IFSP Assessment page, highlights the outcomes of these assessments for one of my children.
The use of multiple forms of assessment transferred over from my classroom and tutoring experience. In my third and fourth artifacts you will see a demonstration of my use of rubrics or formal assessment tools to determine a student's level of understanding and ability to apply skills in their writing or reading. On the other hand, in my fifth artifact, you see an interview tool I use with young readers to assess reading experience and interests. This assessment form, unlike the previous two is student directed instead of teacher directed. While these last two artifacts do not demonstrate actual student outcomes on the assessments, like the previous two, they highlight my ability to identify essential concepts and expectations for assessment which is essential to the assessment process.
As a teacher, these artifacts demonstrate not only my growth in conducting assessments, both summative and formative, but also my ability to interpret and apply the information from the assessment to future learning experiences. Each of these components has been vital to my success in the classroom as I begin my planning and determine instructional strategies that will best meet my learners' individual needs.
Throughout my teaching experiences, I have had the opportunity to apply several means of assessment. Each of my lessons includes multiple elements of formative assessments. I do this through means of student check-ins such as Thumbs up if you get it, to the side if you're confused, and down if you don't get it at all. Based on this assessment, I can determine if I need to do a reteach for all of my students, do remediation for some of my students, or if my students are ready to move on. Additionally, I make a variety of observations throughout my lesson which can be seen in my first artifact, an IFSP Observation Log, from my placement in Early ACCESS. I then applied these observations to my next instruction time and shared the progress I observed with families.
Additionally, in Early ACCESS, I compiled a more formal assessment data for IFSP reviews. In these assessments I used tools such as Developmental Assessment of Young Children- 2 (DAYC-2). In these assessments I analyzed students skills to determine if an assessment with more general developmental skills or developmental skills that were further broken down to isolate specific skills for instruction goals. These assessments utilized observation, interviews with the parents, and formal tests that allowed for multiple perspectives to make the assessment more reliable. My second artifact, IFSP Assessment page, highlights the outcomes of these assessments for one of my children.
The use of multiple forms of assessment transferred over from my classroom and tutoring experience. In my third and fourth artifacts you will see a demonstration of my use of rubrics or formal assessment tools to determine a student's level of understanding and ability to apply skills in their writing or reading. On the other hand, in my fifth artifact, you see an interview tool I use with young readers to assess reading experience and interests. This assessment form, unlike the previous two is student directed instead of teacher directed. While these last two artifacts do not demonstrate actual student outcomes on the assessments, like the previous two, they highlight my ability to identify essential concepts and expectations for assessment which is essential to the assessment process.
As a teacher, these artifacts demonstrate not only my growth in conducting assessments, both summative and formative, but also my ability to interpret and apply the information from the assessment to future learning experiences. Each of these components has been vital to my success in the classroom as I begin my planning and determine instructional strategies that will best meet my learners' individual needs.