Assessment 1: Denver II
1. Describe the assessment and clearly state the purpose of the assessment.
The Denver II assessment is based on the examiner’s actual observation rather than parent support. It is designed to assess a child’s performance on various age-appropriate tasks and to determine the child’s current developmental status. The Denver II includes four areas consisting of 125 tasks: personal-social, fine motor-adaptive, language, and gross motor. In order to administer the assessment the examiner will need a test kit that includes all the required materials such as a small bell, tennis ball, red pencil, small plastic doll with feeding bottle, plastic cup with handle, wooden blocks, and red yarn pom-poms with a four-inch diameter.
…show more content…
3. Reflecting on the results. How did you use the results/analysis to improve teaching and learning? What did you do to support the student’s learning and growth?
Providing additional follow-up activities and continuing to monitor the child every six-twelve months allows for further learning and growth, keeping in mind that completing all items in any area of the ASQ-3 indicates that the child is developing typically, not beyond his or her age range.
4. Reflecting on the effectiveness of the assessment. How well did the assessment meet the stated purpose? Were there any biases realized in the assessment?
The assessment meets the stated purpose remarkably because of its directness, clear wording, cultural appropriateness, and because it is based on research and user feedback. As with any assessment, biases can appear; however, because the assessment was administered by the teacher, biases such as low literacy, cultural and language differences, and impaired mental functioning do not exist.
5. Reflecting on the impact. How did you use this assessment to collaborate with families and with professional colleagues to improve teaching and
The specialist noticed that Lupita had a hard time answering test items that she did not understand. The specialist allowed the examinee to use scratch paper and pencil to eliminate test anxiety. The specialist also did away with the time requirements of the test and used accurate context vocabulary. It was evident that Lupita’s stress level went down; in addition, her new IQ score of 100 reflected it. In my opinion, the strategies that the specialist utilized reflected appropriate course of action to use with a child from culturally or linguistically diverse background
Moreover, I learned the act of administering an assessment of this nature in a one-on-one setting. As a future teacher, I will need to assess my students informally, formally, and quite frequently. This particular assessment was great practice. Something to consider is completing running records in a
After taking the Personal Assessment Literacy Survey, I learned a lot about myself and what I do know about assessments, and what I don’t. This survey allowed me to reflect on the process that I take to plan, develop, and administer tests in my class and what I need to do with the results. When I went through the criteria of all of the topics in the survey, I honestly did not know what the survey was talking about or what it meant. This was really concerning to me because I like to think that I do a pretty good job when it comes to instruction of my class and how I assess their knowledge of the material. I learned from this survey that there are a lot of things I do well during assessments and that there is still a lot that I need to learn to be an effective classroom leader.
In this assignment I will be analysing the purpose of assessment whilst demonstrating my understanding of the different assessment methods used. I will also be giving a brief explanation of my understanding of VACSR describing my understanding of what each element means and its importance when used in assessment. Furthermore I will be describing two assessment methods that I have used whilst teaching evaluating each method using VACSR identifying strengths and areas of improvement. Finally I will justify the reasons for using the two assessment methods chosen.
Three research questions are proposed for this study. They address the availability of a comprehensive self-assessment tool and the correlation of the assessment to scoring of the MBNQA.
The assessment may be administered to youth ages 12 through 17. It consists of a semi structured interview with 42 items that should take place within a time frame of 30 to 40 minutes. It may be scored by hand or computer, which is dependent
The form used for this critique contains many useful components for the purpose of completing a multidimensional assessment. The form is well organized and easy to follow. Compared to much longer assessment forms, this one is comprehensive without feeling overwhelming. Some minor modifications could make this form even more useful to practitioners serving diverse populations. In particular, translations in other languages is of paramount
Although the assessment may have sound validity the author’s failure to mention the title and expertise of the two researchers who develop the assessment may be in question.
Student assessment information should always be what drives a teacher’s instruction. Until taking the Literacy Assessment 637 class I had not been required to administer so many assessments. This class also required me to not only assess my students, but to interpret the data and use it to develop and create remediation activities. The purpose of assessing any student is to gain information about a child and identify strengths as well as deficit areas. This can include formal assessment such a DIBELS, “The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade.” (https://dibels.org/dibels.html), or informal assessment such as observations, checklists and anecdotal records. This class also helped me to understand how critical it is to
A variety of observation and assessment methods will be used to evaluate the curriculum and children’s learning and development.
Do you see the assessment as being valuable – to your personally as well as, specifically, to the field of
In addition, testing or evaluations selected and administered to children with disabilities must be racially and culturally nondiscriminatory according to Salvia et al (2017). To the highest extent that is feasible, students must be assessed in their native language or primary mode of communication. When a test is given, it must be validated for the specific purpose for which it is being used, and it must be administered by trained personnel in conformance with the instructions provided by the test producer. Tests must include those designed to provide information about specific educational needs, not just a general intelligence quotient. Evaluations should be made by a multidisciplinary team that includes at least one teacher or other specialist with knowledge in the area of suspected disability. Children should be assessed in all areas related to a specific disability, including where appropriate health, vision, hearing, social emotional status, general intelligence, academic performance, communicative skills, and motor skills. Overall, a fair and comprehensive assessment should be made on each child that strikes a balance so that so decisions about the child are based on more than their performance on a single test or evaluation and is fair and
Assessment methods can be described as being either Formative or Summative. Formative assessment is utilised as a method of continuous monitor through incorporating it into daily teaching practice and is fundamental the teacher’s responsibility to implement. This type of assessment therefore provides the perfect opportunity for teachers and learners to discuss the learning which took place and be able to identify areas of teaching/learning strategies that could require amendments. Summative assessment can be employed both internally and externally. Internal summative assessment could be in the form of an end of topic test and used to record individuals’ progress that can be shared with pupils, parents and other teachers. External bodies such as the Scottish Qualifications Authority (SQA) produce summative assessment in the form of exams in order to award individuals with a specific grade for certain subjects. These methods are continually used in schools and if used appropriately by teachers, do have a positive effect on the learners. It is the responsibility of the teacher to gather information from these assessments to not only evaluate learning, but also evaluate their own personal teaching practice. Effective and appropriate assessment can encourage pupils to focus their learning and help provide them with achievable but challenging goals. Communicating with pupils and setting goals will increase their motivation and enthusiasm for learning through providing them with a clearer understanding of what is expected of them in order to achieve their goals. Through using continuous assessment it supports the detection of where learners need assistance and allows teachers to guide and provide additional materials where necessary.
Chan, C (2009). Assessment: concept map, Assessment Resources@HKU, University of Hong Kong. Retrieved from: http://ar.cetl.hku.hk/am_cm.htm#4
The two main purposes of assessment discussed in this article are for helping learning and for summarizing learning. Assessment has always been a part of the education system and involves various tasks, tests and examinations for the development of the learner and the teacher. Often an assessment measures what has been learned, remembered, understood and applied (Sieborger & Macintosh, 1998). Assessment also provides a platform for evaluation and feedback to take place. The primary purpose of an assessment is not only to measure what the learners have learned but rather as an indication of where they can improve and achieve more. An assessment is also in place to motivate learners to improve.