Cornelius, K. (2013). Formative assessment made easy templates for collecting daily data in inclusive classrooms. Teaching Exceptional Children, 45(5), 14-21. The article "Formative Assessment Made Easy: Templates for Collecting Daily Data in Inclusive Classrooms," explores the use of three types of formative assessment strategies: an anecdotal seating chart, daily scorecard, and an objectives grid. The opening scenario in the article describes the frustration of a special education teacher, in an inclusive classroom, who is grading her students' work and notices that they all performed poorly on a summative assignment. As this teacher thinks back to where the students went wrong, the text differentiates between formative and summative assessment. …show more content…
Cornelius (2013) suggests to, "jot a quick note about students' interactions with content objectives, use of materials, body language, engagement in discussion, or other pertinent information you do not want to chance forgetting later" (p.16). An example that was given was when a student was observed as being off task, the teacher realized through questioning them that they actually had an understanding of the material. However, when receiving the worksheet, they lost interest. The information obtained would be used to create cooperative groups for the next class activity and readiness levels for future activities (Cornelius, …show more content…
This method of progress monitoring is also customizable because it records the frequency of students' individualized behaviors. The behaviors can range from social-emotional behaviors to academic behaviors. It is a relatively easy method for monitoring because the teacher places a tally mark every time an opportunity for the specific behavior is presented. Another tally is used to record the occurrence of the behavior. At the end of the lesson, these tallies are converted to a percentage and can be compared to the goals within each student's
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
The district is now making all teachers use an assessment tool called iReady. It is a website that assesses students in math and reading. They are first tested on a kindergarten through fifth grade range to find out what they know. Then the program takes that score and determines the right level for the child and they are tested again on the level. Once all students have been assessed the program orders the students from highest to lowest and by average grade level skill they are on: early second grade, middle second grade, late second grade or any other grade. The teacher uses those scores to create her reading groups, math groups and the students she will give extra assistance to. They haven’t officially established how many times and when they will do this iReady assessment but for now they are doing it once a week for forty five minutes. The test also flags if they spent too long or too little time on a question. The ones that spent less than 15 seconds per problem are to go back and do the assessment again.
...teacher see what their students know, wonder about and techniques they use to make sense of the world and the classroom. This information can then be used by the teacher to differentiate instruction. The teacher can recover material, present alternative activities that students are more receptive in order to foster student responsiveness and engagement. In Page Keeley’s article An Introduction to Formative Assessment Classroom Techniques (FACTs) she articulates the purpose and power of a classroom that frequently uses formative assessments by saying, “it organizes the entire classroom around learning and informs ways teachers can provide more effective learning experiences based on how their own” (10). Formative assessments foster a supportive classroom community where students and even teacher thoughts are encouraged and in turn shape the future of that classroom.
The target behavior I was looking for was; homework turned in within the first five minutes of class. I then started to collect data. This was fairly easy at the beginning because I used permanent recording. I used an ABAB design. This...
Close monitoring during class, verbal reminders to stay on task and for any behavior modifications
Pierangelo, R. A., & Giuliani, G. A. (2013). Assessment in special education: A practical approach. (10th ed.). Upper Saddle River, NJ: Pearson.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
The topic of assessment alone raises many debated discussions, among teachers, and to add Special Education students into the polemical dialogue intensifies the debate. As a result, there are several alternative methods in assessing Special Education students within the learning environment. Professionals have created specifically designated techniques in helping these and all students achieve academic success.
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
... behaviors. It is important not focus on the past so I will encourage the student to bring their homework with them in the future. I will instead focus on the positive goals that I have set with the student. This will encourage future positive behavior.
I always help students identifying their learning and progress and give them feedback. Students need to be aware of their achievement and progress. I adapt practice and plan further learning, this will make the assessment meaningful and effective as it will answer to the learner needs. 6.3 Use types and methods of assessment, including peer and self-assessment, to: - Involve learners in assessment - Meet the individual needs of learners - Enable learner's to produce assessment evidence that valid. Reliable.
The current attention on assessment in education has cause for concern about the appropriate and inappropriate practices teachers use in instructional design. Many teachers face ethical conflicts regarding assessment and the design of instructional materials for their students. This paper focuses on defining ethical behavior and examining educators' ethical judgments in relation to assessment. According to the study (2008), Educational Leader's Perceptions about Ethical Practices in Student Evaluation, “little is known about educators’ perceptions about the ethics of student evaluation practices.” This study was a web-based survey designed to examine how much administrators agree about ethical practices in student evaluation, (p.520). The most inappropriate use of test preparation involved high-stakes test and test for special populations. The survey findings suggested that explicit guidelines for defining and avoiding unethical behavior would be helpful to teachers in developing their assessment practices.
There are different methods and uses of assessment that are used in the Education system, the reason for this, is that not all assessments serve the same purpose for its methodologies, the feedback that learners receive needs to correspond with the purpose of the assessment. (Sieborger, 1998)Thus educators tend to make use of multiple assessments to establish a fair and just measurement of the learner’s capability. This essay will extensively describe and analyse the tensions between the two methods of assessment: Summative assessment and Formative assessment and further reflect on their ability to integrate.
List three advantages of progress monitoring over annual achievement tests. Annual achievement tests are useful to verify the overall progress of a student for the whole year. However, if teachers conduct the assessments only at this frequency, they will not have time to intervene if the student is not learning the school during the school year. On the other hand, progress monitoring gives to the teacher constant and immediate information about the student’s outcomes and the effectiveness of instruction throughout the year. In possession of this data, teacher can adjust the instruction in order to enhance the learners’ performance.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a