Tamara Hogan
Course: SPED 4312
Assignment: Knowledge of Assessment
Date: 12-1-11
Assessment
Informal assessment is used to detect students? educational level. Examiners document their progress in search for instructional teaching. The informal techniques are to examine students learning behavior by giving them assessments on comprehension, writing, and math computation. The assessment unlike norm-reference test is normally design by the teachers. It has no test introduction. Teachers assess by observing students strategies and strength and weak areas. Teachers normally use informal assessment to assess comprehension, writing, and math computation.
In my field experience observation at Lanier Elementary school, I had to create
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an educational activity. The class I observed was a special education resource center, where learning disability students work on the difficult areas in their learning. It was a 3rd grade class. I needed to create an activity on their instructional level. I did not know it. I wanted to hive the class the class a math activity that consists of new learning, which was fraction. Their teacher said they have only being introduced to fraction, but it is not yet in their curriculum. The next day of my observation I gave the students ?Diagnostic Assessment.? It consist informal reading to see how well they could comprehend instruction. The reading material had questions, such as who were the main characters, the subject of the story, theme, motives and solution. After reading each passage, I had the students respond orally to follow up on assessing comprehension and recall. I then documented it. The documentation consists of comprehension, word recognition, and prior knowledge. I charted oral reading error type. I learned this type of assessment from my reading diagnostic class. My findings were the students needed concrete and observational instruction. They did well in comprehension, when scaffold to recall information and asking questions give them the opportunity to reflect on the reading passage. The following day I diagnosed them math skills, which included order of operation. I wanted to find their math academic level and rather it can be integrated with learning fractions. They did well in addition and subtraction, but some students had difficulties adding more than one column numbers. They were able to divide numbers from 2-20, but had difficulties in multiplication. The assessment gave the following information: The students have irreversible and flexible skills, such as 5+3=8 and 3+5=8 (irreversible skills) and 8-3=5 (flexible skills). They also demonstrated the relation between addition and multiplication, such 3+3+3= 9 and 3X3= 9. They also demonstrated knowledge of order, such as xxxxoxxxooxxo_. I was then able to create an activity at their academic and instruction level.
I coached and gave curriculum-base assessments and observation assessments throughout the activities, because each activity was at a higher level and I had to make sure they were ready for the next activity, considering time limit. Example of activity 1, I wanted to give the students an activity that consisted of new learning so I could assess problem-solving by using scheme, adaptation assimilation, accommodation, and equilibration skill. The activity consists of reading a pie diagram, fraction of a whole and relating it to real live situation (paying monthly bills). They responded to three questions that related to the whole pie. I put a whole pie on the board and labeled it $100. I then put two-half of a pie on the board and labeled them $50. Then I put four equal pieces on the board and labeled them $25. I explained $100 is a whole. Counted the two pieces of pie and explained two $50 add up to $100. I then told the students we are going to pretend the pie and pieces of pie is money and you are going to pay bills with it. I drew pictures on index cards. A house was labeled $100 etc., groceries labeled $50 etc., light bulb for light bill labeled $25 etc. and gas bill labeled $25 etc. There were many bills to choose from and the bills mention is the example student chose. Students took turns paying bills to spend a $100. They could not go spend below or above a $100. If …show more content…
they did they would either have to put items back or add items. After assessing new learning they were able to go on to the next activity, which was at a higher level of thinking. I continue with teaching, observing and assessing activities. The last activity students were able to buy items and tell me the fraction of what they had spent out of the money they had. This type of teaching and assessment will prepare them for the standardized state test. Norm-reference test is not only used to compare students with the norm; it is also used to assess students who are suspected to have any learning disabilities and to see if they are eligible for special education.
The Wechsler Individual Achievement test (WIAT) is a norm-reference test, and it is used to see if students are below or above grade level. It tests word reading, sentence comprehension, spelling and math computation. The norm-test is done in classroom or group setting. Many have complaint about testing learning disability students in this type of setting, because their disability could be part of academic performance around other
people. After a referral process, the district begins the evaluation. The law requires a comprehensive a nondiscrimination in school evaluation. Meaning it has to be comprehensive, reliable, valid and non-bias. In addition to testing an observation of the child, needs to be assess. Either in school or in a environment that requires evaluation. It is more effective in areas such as lunchroom, hallways and or gym. This evaluation is a cross-reference of the child adaptive skills.
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 Survey of Assessment Literacy, 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. After scoring the survey, I noticed that I scored myself the highest in the section of During Test Administration with a perfect average score of 5 and scored an average of 4 in the section After Testing. The two lowest sections I scored in where in the General Considerations with an average score of 3.3 and in the section of Prior to Test Design with a score of 3.5.
Every video I watched displayed tools that I could use in my own classroom. The instructional strategies and models used in the classrooms were great. My current teaching philosophy about instructional strategies and models would be that they are great to use. As a teacher, looking for ways to help teach certain lessons is a must. Every teacher found different ways to teach the materials to their students. It is always great to have resources in the classroom to look back on. Students love to have resources to guide them. In the video (Case #1112), I would emulate their strategy by letting my students use a textbook. I feel that textbooks are reliable sources and can be used to validate certain materials. In the video, you can tell that the students were using the textbook as a tool to prove their discussion with each other. In the video (Case #876), I would avoid assessing my students in whole-group discussion. I would have my student in groups to see how they communicate with each t=other about our discussion. Seeing my students evaluating each other’s opinions would be a great way into assessing their knowledge about the lesson. A classroom environment I would like to teach in would be with students who are ready to ask questions. Students who are not afraid to express their thoughts about the instruction. It would be easier for me to assess my students if that were
One of the informal assessments I used was a performance task. I gave each student a handout with a lady bug and a separate handout with tens and ones. Each student has to make their own two-digit number using the tens and ones handout. On the bottom they have to write how many spots their ladybug has in total, how many tens their ladybug has, and how many ones their ladybug has. When they were finished they have to compare their ladybug with their table partner. Next, I gave them a large sheet of construction paper and both partners have to glue their ladybugs together. Once that was finished they have to write their sentence using greater than, less than, or equal to (academic vocabulary). This informal assessment is aligned with content-specific
...properly do this. Depending on what the lesson was, will depend on which method you would use. There are some objectives you want to look at when deciding on the test procedures and material. First you want to make sure that the intent is specific. You want to make sure that the action you want accomplished is well understood. Then you want to make the outcome measurable. You want to make sure you can properly grade the results on quality and quantity. You will also want to make sure that the assessment is achievable. Is it reasonable to finish with the specified amount of time given? Next is, is it realistic to accomplish. Is the assessment a realistic goal that the student can accomplish with the information he/she was taught? Another factor you will want to look at is the time you give to accomplish the task. Is the evaluation a fixed time or is it opened ended?
Once I decided on what kind of assessment I wanted to use, I then wrote out how I would administer each piece and created the necessary worksheets to go along with them. I tried to incorporate multiple forms of assessment – the structure of worksheets, the freedom of journals, and discussion to talk through thoughts and issues – to provide students with numerous methods of expressing themselves and multiple opportunities to create connections with the material. I also made an effort to give students the chance to work in small groups, as a whole class, and independently so they could support each other’s learning to help make meaning from the content then put it into practice on their own.
Davis, D. (2008). Informal Assessments, and how I use them in my classroom. Retrieved from Web 24 July 2012. http://www.teachingcollegeenglish.com/2008/10/08/informal-assessments-and-how-i-use-them-in-my-classroom/.
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.
The paper will justify the use of a needs assessment of a company’s proposed employee customer service training of existing problems, understanding its extent, when service is provided it help to recognize any gaps, based on the assessment from potential employee’s individual needs of any existing performance deficiencies. Next, the paper will elaborate on a training implementation plan and a method of training for customer service, my preferences would show on-the-job training or just the same a presentation. Then, it will justify why I selected the training method that I did. In addition, propose two (2) ways to motivate an employee who has no interest in attending a training class. Finally, this paper would provide a survey that would collect feedback from the employees who attend the training.
Assessments in the classroom are ongoing. Assessments are important for teaching in the classroom and for assisting in continuing the learning process of the students. Three purposes of assessment are to measure the amount of information a student has learned and retained, identify a students’ learning needs in and outside the classroom, and gather evidence to help increase learning for the students.
According to Grevells (2012), assessment should be planned for and carried out on an individual basis. Assessment planning should be a two-way process (Shannon & Wavers, 1949) between me and my learners. I plan what I am going to do and learners need to know what is expected from them. If my learners are all working towards the same assignment or an assessment strategy, I agree on target dates or criteria for completion and discuss any specific requirements my learners may have. The Principles of assessments are consistent, accessibility, detailed, earned and transparent. Think about these theories and principles of assessment I designed my assessment strategies. For example, in my teaching practice I use assessment strategies resembling to
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
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
Through the implementation of my lesson, I learned I have to work on the assessment and the details of lesson planning. During the planning of this lesson, the assessment was an aspect that needed more thought. The students had a problem with reading the words for the word sort and understanding the writing section. If I were to reteach the lesson I would add pictures to the words on the word sort to help the students to read and understand the words. In addition, I would include a sentence strip for the assessment that the students could copy but then finish the sentence on their own. The writing prompt was too hard for the students, I received various answers some students copied the prompt only while other students understood it and wrote appropriate answers.
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.