ELL Assessment Process The English Language Learner (ELL) assessment process is different in each state. Each state must assess student’s performance in reading or language arts in order to comply with the No Child Left Behind Act (NCLB). In addition NCLB requires that schools receiving Title III funds annually assess the English Proficiency of all Limited English Proficiency (LEP) students participating in Title III programs. Although the assessments may vary, the goals of the assessments are all
Curriculum and instruction is impacted by assessment, and whether in the design, delivery or data interpretation processes, aligning these apparatuses is most challenging part of being a teacher. Teachers are called to exercise an alignment between assessment and curriculum, use assessment to guide instruction, and deliver assessment that truly evaluates achievement. Two forms of assessment used in the classroom, formative and summative possess important components, that track them into purposeful
One of the biggest topics in the educational world is standardized tests. All fifty states have their own standards following the common core curriculum. There are many positives and negatives that go with the standardized tests. A standardized test is any type of “examination that's administered and scored in a predetermined, standard manner” (Popham, 1999). These standardized tests are either aptitude tests or achievement tests. Schools use achievement tests to compare students. There are pros
Assessment “Children do not always learn what we teach. This is why the most meaningful assessment does not happen at the end of learning- it happens during the learning when there is still time to do something with the information” ( Wiliam, 2011). To me, this quote reflects a big part of the meaning of assessment. Assessment is the process involving measuring the learning and performance of students or teachers. It involves documenting, usually in measurable terms, knowledge, skills, attitudes
a long time it is still debated whether or not it should precisely “score” students. Students have been subjected to standardized tests frequently through their years in school due to laws which have been passed by Congress. Decisions about the evaluation of schools and students are recurrently made by government authority and are often not in the best interest of teachers, students, or their classroom environments. What do students achieve from standardized testing? Achievement means something
and regular old class test is the standardized nature of the one that is in fact standardized. The scores for standardized achievement tests can mean many different things from being college ready to proficient in math. An Achievement test is an assessment tool used to measure academic progress over the learning period that took place (English, Achievement Tests). Achievement test are typically perceived as a paper and pencil test with answers to fill in. There are two types of Achievement test: standardized
In classrooms all across America, students sit perched over their desks in the process of taking standardized tests. As the students take the tests, teachers pace nervously up and down the rows of their classroom, hoping and praying that their students can recall the information which they have presented. Some children sit relaxed at their desks, calmly filling in the bubbles and answering essay questions. These children are well prepared and equipped to handle their tests. Other children, however
Throughout the education system, the standards of grading continues to be a highly controversial issue; however, grading is an integral component of nearly all educational institutions, including the University of Oklahoma. We continue to question whether grade inflation is a big deal or not and strive try to come to conclusions. Grading will undoubtedly continue to utilize grades as a measurement to gauge a student’s skills and abilities. Students are also given grades as a means to assess their
Colleges in America grade students academically for successful careers. For years students grades were calculate by an alphabetic/numeric grade scale. Today colleges are questioning whether grades should be determined by continuing to use a grade scale or switch to a pass/fail scale. Although, there were numerous of factors both positive and negative about a pass/fail system to take into consideration before making a decision. I feel that colleges in America should continue to use a grade scale to
The Effects of Smaller Class Size on Student Achievement During some point in our lives, I’m sure we have all heard the old saying “If it isn’t broken, don’t fix it.” Even in the school environment, that phrase can play a negative or positive role. When teachers follow this phrase, they rely on past strategies that have proven successful year after year. However, there is one problem that comes for following that old saying. That one problem is complacency. Complacency can lead to a classroom
Principles of assessment and how they can assist in developing student achievement. Teachers strive to assist each and every student to make positive achievements, a major aspect to this is the role or assessment and feedback provided to the student. Reporting can come in various forms, schools generally use a combinations of summative and formative assessments strategies. As defined by the New South Wales Boars of Studies reporting is “the process of communicating information between the student
four choices, with the last one being none of the above.” (Edutopia, 2010a). Students need 21st Century skills taught in the classroom, to prepare them to be competent adults (Caleb, Mazanai & Collen, 2014). Authentic assessments will help this become a reality. These assessments imitate skills students will need. They learn to demonstrate learning outside of a paper test to create a project or presentation (Boss, 2011). The chance to use knowledge and not rely on memorization gives students the
Assessment: Assessment is an essential part of education. Teachers can use ‘information about student progress’ (MCEETYA 2008, p. 14) to ‘improve learning outcomes’ (Ferguson 2011, p. 391), and to make informed decisions about future planning and strategies (Godhino 2011, p. 200). This type of assessment is known as ‘assessment for learning’ (Godhino 2011, p. 201). Assessment can also be used to ‘make judgements about students’ achievement of objectives, goals and standards, [this is known as] assessment
Assessment plays an integral part of the teaching and learning process by providing teachers with information on students’ developing mathematical capabilities (Booker, Bond, Sparrow, & Swan, 2010; Reys et al., 2012). Assessment is a daily requirement within the primary school context and when properly developed and interpreted can be used positively to encourage students, provide information to direct and modify teaching and learning activities, provide feedback to students about progress and contribute
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
The usage of formative assessment is not widely used in schools or employed by most teachers. In On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change, this study connects two previously isolated but theoretically linked educational frameworks: conceptual change and formative assessment. The group of authors explored whether formative assessment would improve students’ motivation and achievement, and lead to conceptual change. The article includes discussion
Our second best practice, formative assessments, “provide insights into learning in progress. Timed well, they can reveal issues of misunderstanding or confusion before they become obstacles to student learning” (Martin-Kniep & Picone-Zocchia, 2009, p. 73). Most assessments should be formative and, if aligned to Learning Targets, useful for both the teacher and the student to better understand the knowledge and misunderstandings held about content, or strengths and gaps in skills. Marin-Kniep &
this unit. The formative assessment was a collection of fifteen questions that were broken up evenly to cover the three district and state standards that we wanted our students, mainly sophomores, to have mastered at the completion of this unit. The intent of this assignment was to gauge how my instructional techniques worked on my students and what I could do differently to improve their overall learning experience. Analysis of Results By looking through the assessments my students took on the
formative assessment effectively there must be these components: it must be incorporated into each lesson, must have student involvement, must collect information on student performance to determine if outcomes are meet, must give the teacher feedback to help shape and guide student learning, and must give the student feedback to help them reflect upon their learning. Anecdotal Records, Quizzes, Portfolios, and Student-Led Conferences all meet the components of an effective formative assessment and are
A college has a student’s application in-hand deciding whether or not to admit an aspiring college student. He has a 2.0 GPA, but a 28 on his ACT. Since he does not meet the admission requirements on high school grade point average, he is not admitted. The same college has another application in hand. This time it is a high school student with a 3.5 GPA, and a 16 on his ACT. He is admitted to the University. Nothing projects cognitive ability more than ACT/SAT scores, yet the student is not admitted