A Teacher 's Assessment Tools

Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as "all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning".

The steps of Response to Instruction and Intervention are to begin with Universal Screen and Pre meeting prep. This is the point when the classroom teacher will assess the student’s ability in reading. The assessment is brief, easily administered, and will assess the risk level for academics. It will examine the skills of fluency, oral reading, phonemes, segmentation, letter naming, and other reading strategies. Once all the students have been screened the results will be reviewed by a school professionals. There are data management system where the scores are calculated and the students risk level is assessed. If a school district does not have this system available to them, the “core team” will use a spreadsheet and determine the students risk level. Once the risk level has been determined there will be e a core team meeting; this will consist of principal and teachers, reading specialist, literacy coaches, curriculum specialist and a school psychologist. This is the overall group that can make up a

Progress monitoring student’s achievements and progress throughout the year is very important and these two tools are great to use for reading progress monitoring in the younger grades. This activity has taught me how to best use each assessment to better my teaching as a classroom

All work handed in by the learner, they must sign and date and confirm that it is their own work.

Writing Prompt. This two-day lesson assessment determined whether or not students met the lesson’s objective. We chose this assessment because it provides qualitative data and incorporates the writing standard into our lesson. Also, the writing prompt is an open-ended assessment tool that does not limit the students’ choices when answering the prompt. If we gave them a multiple choice form of assessment, then the students only have 4 options to choose from that may not represent their thoughts entirely. Plus, students could select the correct answer through process of elimination, which would not represent the full picture of their knowledge and understandings. The writing prompt required the students to individually explain to an alien what its responsibilities are now that it is a member of the local community. Attached to the writing prompt was a writing rubric that would guide students to write a complete answer (See Appendix A). Since their language arts and reading teacher uses this writing rubric for her assignments, the student are familiar with it and understand how to write a complete answer. We had the students complete it individually so we could see each students’ voice and thoughts and eliminate the possibility of their answer being influenced by their peers’ opinions. Since we understand that the “the results of assessment are used to inform the planning and implementing of experiences and to evaluate and improve teachers’ and the program’s effectiveness”

Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

Assessments are vital to the educational process. They provide feedback about what the students know and what they may need to learn in order to obtain the content within a given curriculum. It provides teachers with a glimpse into the student’s readiness on a particular topic or subject. One of the six key principles of having an effective differentiated classroom is having a formative assessment that informs teachers on the effectiveness of their teaching. It also provides teachers with the readiness levels of their students and shows them exactly where the students’ readiness, interests, and learning profile needs really are (Tomlinson, 2014).

The purpose of this paper is to explain the rationale regarding instruction and decision making, analysis of student learning, and reflection of personal performance within the literacy assessment and instruction analysis project. The project entails five lessons administered to a student to provide help with writing, and ultimately, to help the child improve in his or her writing skills. This document includes background information, goals, assessment results, instructional plans, and a personal reflection piece. This project aims to provide best practices and explicit instruction to a student in the subject of writing, ultimately hoping to bring the child to a higher writing level by

Every day teachers are required to make decisions before, during and after teaching. Some of these decisions will seem small and insignificant and others will have far reaching consequences. All of the assessment undertaken and subsequent decisions made can potentially enhance teaching and influence student learning outcomes for the better (Brady & Kennedy, 2009). There are numerous things to be assessed and various methods for assessing. One example of this is the assessment of reading. A Running Record is one method of assessing a child’s reading (Hill, 2012). The running record allows the teacher to note a child’s reading behaviour as he or she reads from a chosen text. It examines both the accuracy of reading and the types of

The students each volunteered read their sentences. Olgesby offered feedback to each student indicating success or encouraging them to utilize the skills taught to write a sentence. The students were the placed in pairs to revise sentences that needed to be corrected. During the 15 minutes, Olgesby monitored the students’ progress and assisted them when necessary. Olgesby asked the students to reflect on what they learned in science. Once they completed their reflections, the students left for art class. Olgesby and I spent her planning period discussing her teaching methods, expectations for her students, and community involvement in the SPED program.

Upon reaching the end of summer Observation Survey training, most commonly known as Assessment Week, the question “what’s next?” was asked by a teacher in training who was eager to learn more. The answer wasn’t obvious to this experienced teacher, but yet new to the program because the Reading Recovery program’s components have a unique, systematic approach. You see, after the Reading Recovery teachers in training learn the concepts of the Systematic Observation Survey, how to administer the six batteries of useful tools which are used to capture a student’s literacy ability, and reflect on questions to carefully analyze and synthesize the results for a complete understanding of what the child can control, partially control, and not yet

The formative assessments during the lab will drive immediate instruction if more understanding is needed. The formative assessment will also drive the instruction and lab decompression the next day on day 10 before she gives her multiple choice assessments on Day 11. The lab results will drive the teacher’s reflection and lab decompression on day 10. What questions would she ask the class? What direction would she lead the reflection so that students may successfully reach the instructional goals? It would also drive the instruction for the next lab assignment that the class completes. The teacher can reflect on best teaching practices when implementing a lab.

I would like to inform you that during the school year I will be implementing four different types of assessments on your children. These assessments will be in place to find out how they are performing in reading. There will be two informal and two more formal assessments that I will be doing throughout the year. One of the informal ways that I will assess your child will be by something called a running record. The running record is performed while in their reading groups. I will simply write down any mistakes or corrections that your child makes as they read. The second informal

In researching and finding information to develop a graphic organizer that could provide an overview of various types of assessments was insightful. Reading assessments are often mandated by a school district or state to determine where student are academically. In the case of reading test, the data received is supposed to give the assessor and idea of defects and growth of the reader. But is the information received from just one assessment tool giving an accurate and complete picture of reading skills. Assessments may determine if a student is reading with fluency, can comprehend what they have read, are able to decode words, and so on. Because of the variety of assessments it was difficult to narrow the field and select just five. Familiarity with the assessments assisted in my selection. The final five selected were; 1. Collection Portfolio Assessment, 2.Miscue Analysis, 3.Running Record, 4. Criterion-Referenced Tests and 5. Each tool assesses reading in a variety of ways. The data they provide can determine the direction of current and future reading instruction.

EDDHODJ Assignment 2 (Semester 2) Unique #: 298903 Due date: 16 September 2012 Question 1