7.0School Assessment Process. School Assessment Process

I am a strong believer that one test defines a students. Therefore, variety is key when assessing students. When using formative assessment I use student reflections, journal entries, exit cards in addition to non verbal communication such as thumbs up or down. I also make anadotal notes on students to help assess the overall learning journey of the student. When using summative assessments, I use district assessments, state assessments, portfolios, short answer, multiple choice, and student based projects. In all forms of assessments, students are provided the appropriate accommodations. My learning goal for assessing students is to have a valid assessment that demonstrate the student’s understanding of the specific skill. It is crucial that I understand the purpose of the assessments and the content that is being taught, therefore, I often start instruction with the assessment piece in

The assessments have been done during and after the lesson in a variety of ways; verbal response, written response, pair and group work, and making posters as a visual outcome.

Firstly, assessment of learning occurs at the end of a activity, lesson, or series of lesson for the purpose of reporting at the end of a time period such as the school term or semester. Assessment of learning is also undertaken as part of the National Assessment Program Literacy and Numeracy [NAPLAN], Year 12 Australian Tertiary Assessment Rank [ATAR], or international monitors of student performance such as PISA surveys which provide an opportunity for students to demonstrate what can do or what they understand (Australian Curriculum and Reporting Authority [ACARA], 2016). Assessment of learning provides a teacher with evidence of student achievement at a particular point in time and is used to plan future teaching and learning, and provide all stakeholders with information about the progress students are making in and out of the classroom (Whitton et al., 2016). This evidence may be used to make judgements about student achievement against objectives or standards and identify additional support or interventions required. Stakeholders may include the student, the parent, the teacher, the principal, the school council and the Department of Education and be used for reporting to parents and record keeping accountability.

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

As the awarding body will require the teacher to assess the student’s level of learning, the teacher will still need to decide what methods of assessment are required. This may be observation during any session, and completing assignments. It is important when any assessment has been made the teacher must give the student feedback. Finally the teacher needs to review any assessment and make any changes where necessary. It is important that the teacher maintains a record of student progress as this may be a requirement of the organisation.

The assessment method must take into account the characteristic of the learner and needs to be consistent and relevant to what is being assessed. The assessment will not only focus on improving the learning, it will measure their achievements and also remind the learner of how they are progressing.

Chapter two summary talks about the purpose of reading assessment which there three; identifying the students reading behaviors, determining reading level, and assess students’ progress. When you’re a good reader you don’t realize the different ways you read different genre or material like a story versus informational text and how both are different methods of comprehension, questioning, and vocabulary. Another part of reading good readers don’t know about is that we exhibit a variety of behaviors like building their lexicon, making inferences and determining which information is important. The purpose of reading assessment is to assess the reader’s level. The common assessment is testing the student’s ability to read and comprehend text at different grade levels. Another way of knowing the student has a reading problem is when they are able to read their own grade level text but instead a lower level text, Besides that they are put into three levels of reading; instructional level, independent level, and frustration level. When determining the students reading level so many factors comes into play and as teachers we need to know.

Assessing is a major priority in the school system because this is the only way principals are aware of the progress their students and teachers are producing. It is recommended that principals meet monthly with other administrators to stay up to date on the current changes in the curriculum, instruction, and assessments. The school leadership teams must ensure that they are choosing instructional works that have high success rates for enhancing student achievement. If the data results from the assessment show that the majority of students are not producing learning gains, the school’s principal should sit down with the teacher to discuss and reevaluate the lessons that are being taught.

　　At the elementary level, in reading, the district's primary goal is to develop proficiency in the areas of reading, writing, speaking, and listening. Each instructional unit aligns with the Common Core Learning Standards. Students are assessed on their sight word acquisition, word knowledge, accuracy, fluency, and comprehension skills. Classroom teachers assess students on a regular basis using formal and informal assessments. In grades third through fifth, district and NYS ELA assessments are used.

Assessment is very important in the beginning years. Teachers who teach students in these early years of development have a tremendous responsibility in regards to assessing their learning abilities. Furthermore, the decisions that these teacher make can be either positive or negative in regards to the educational foundation of the students. I also agree that the teachers should communicate with parents and guardians on a regular basic regarding assessment measurement of their

For the purpose of the study, the researcher collected the beginning of the year and the end of the year reading test scores. The reading test is a diagnostic reading test. The researcher retrieved reading test score data electronically through the Amplify Services database.

After the initial meeting, the teacher judges what level the learner should be assessed. The teacher gives Learner A the Entry 3 Literacy Diagnostic Assessment from Excellence Gateway (app 1.1). Learner A completes the test as expected and is placed in an Entry 3 course. The test made clear Learner A’s error pattern in spelling and punctuation.

The assessment is used to identify the various skill levels of learners. There are four levels of expected growth chosen to meet the objectives. Each level has a set of criteria and standards linked to learning objectives and a scoring system to align it. In the above table, being able to identify two rhyming words in 3 out of 5 sentences assesses the success of rhyming in a sentence and gives the learner the highest score of 4. For a learner who is able to identify 6 rhyming pairs, produce 6 ending sounds gets a score of 3. A learner who is able to recognize 6 rhyming pairs is given a

In order to taking down the traditional exam-oriented system, Malaysian government should put lot efforts to find ways to improve and facilitate School Based Assessment implementation. Although many people object this idea of implementation, the government should focus on their target to fully replacing the old exam-oriented system which is not reliable anymore with School Based Assessment system. The government should not give up on their efforts in changing the Malaysian education history with a new holistic system. They should working on the disadvantages of School Based Assessment and improve the quality of the system. The government can collect the feedbacks from all Malaysian citizens regarding the implementation of School Based Assessment by carry out surveys and observations. From the feedback, the government will notice the weaknesses of the new system and will try to improve it. The government also has to make sure that the