Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
The teacher:
The teacher:
5.1 Uses data source to assess the effectiveness of instruction and to make adjustments in planning and instruction.
5.3 Designs or selects pre-assessments, formative assessments, and summative assessments in a variety of formats that align to learn objectives and engage the learning in demonstrating knowledge and skills
5.2 Document student progress and provide descriptive feedback to student parent/guardian, and other stakeholders in a variety of ways.
5.3 Designs or selects pre-assessments, formative assessments, and summative assessments in a variety of formats that align to learn objectives and engage the learning in demonstrating knowledge and skills
5.2 Document student progress and provide descriptive feedback to student parent/guardian, and other stakeholders in a variety of ways.
The Great Salt Lake Project
In my science class this semester I worked on a Multiple Assessment assignment. For this assignment I worked with Rose Park Elementary for several weeks. We went on a field trip with a variety of hands on activities, designed an experiment with our buddies and followed through with their experiment. Throughout the project I had been assessing my buddies in both formative and summative ways. I designed a pre-assessment test for our science buddies to see what they knew about the Great Salt Lake and the scientific process. Every week I performed formative assessments by filling out an Assessment of Inquiry sheet that tells us how our students are progressing on science process skills. These skills are based on the 4th grade Intended Learning Outcomes. At the end of each session I had the kid pull out their science journals and reflect on the activities we worked on that day, followed by a section of what they think they need to understand for next time. I had the students take this journal home and have it signed by their parents for feedback. This allowed my students to monitor and reflect on their process and allows me to keep the parents involved.
I also engaged my students in learning about what quality work is and how to get it done in a timely manner. While I was working with my buddies we only had 1 hour with them each time so our tasks had to be done in an efficient manner. For each task we gave them guidelines for their work so they knew what need to be done and how the finished product should look. Each of their posters had to have all of the aspects of the scientific process and be finished on time for them to present.I also used a Rubric for posters and presentations to grade my buddies and went over the rubric with them so they knew what was expected.
Literacy Tutoring
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During my Literacy Methods course I had the opportunity to tutor two first-grade students at Mountain View Elementary. The first few weeks involved a battery of assessments, beginning with an attitudes and interest survey to develop a relationship with the student as well a get a view of their funds of knowledge and interests. I then administered other developmentally appropriate literacy assessments including Phonological Awareness, Concepts of Print, Words Their Way Spelling, and used Fountas and Pinell Running Records. I administered and evaluated these assessments to provide me with valuable data and insight into my student’s developmental level of literacy. I then used this data to make instructional decisions as to what interventions needed to be used. I then implemented these interventions every week using running records to monitor their learning performance. After each intervention I then shared my record with the literacy coach at Mountain View to get her perspective and try to match our learning goals.
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Quick Quizzes
While teaching math at Beacon Heights I used quick quizzes to assess my students knowledge. These quizzes were created so that each question hit a certain item that the students needed to know. For example in Quiz 1, question 1 focuses on the need to make a common denominator when adding fractions. Number 2 focuses on fraction equivalence etc. Before I hand out the quiz I let the students know that the quiz is just for me to see how they are doing with the content and that they won't be graded. This makes it a low stakes test so the kids aren't stressed out and can do their best. When I get the quizzes back I am able to see which questions the students missed so that I can then pull small groups to the back and work with them individually. This allows me to differentiate for all of my students so that re-teach the concepts that they missed.