Academic Performance Report

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

In looking at the needs of an entire school, it is important to examine the needs of each individual student. It is known that not every student learns the same and achieves the same; therefore, each intervention should be personalized for the individual students. For the past two years, Whitley County High School has developed an intervention model that focuses on the middle tier of students. It is thought that these students can be instructed at a level that brings them out of the middle

The Texas Academic Performance Reports is a detailed report of a district’s academic performance, financial information, and data reports as long as information about staff programs and demographics. Although the final and official ratings have not been released, a preliminary analysis for 2016 was available for review. From the results collected, I was able to create a detailed data analysis and summary over Channelview ISD’s STAAR/EOC scores for 2016 at all grade levels.

The use of formative assessment practices with ELL students are observational checklists, peer assessment, and performance skills. By having students writing a lesson plan, the roles between the teacher and the students will be changed. This is a formative assessment that engages students in distinctive ways. Students are focused on goals and objectives. It gives them confidence. They are creating a lesson. For ELLs, this is a tremendous accomplishment when done correctly, as well as when done in a collaborative classroom environment. It promotes constructive feedback. Students play an active role in formative assessment. They not only perform the task given, providing evidence of their current learning, but they are also involved in self-assessment (and sometimes peer assessment); therefore, developing and enhancing autonomy.

Due to the ongoing nature of it, formative assessment allows me to stay more aware of student progress and any difficulty as it

I would like to participate in the Immokalee Readers program to help young children reach their highest academic potential. It will help me to develop many college and career readiness skills. Being a tutor will help me to further my communication and collaboration skills; Communicating with the kids will help me to help them to meet their goals in school. The Immokalee Readers program will open up opportunities for me to start focusing on my pathway to success. I will be able to help a child develop basic study habits and homework strategies that he or she can use in higher education. By using a student’s strength to approach a strategy for their difficulties, it will help the student to feel less stressed about the subject. As a tutor I

We have enrolled twenty remedial readers needing to achieve grade level reading and writing proficiencies in the 3rd and 4th-grade classes. The majority of the students from Inglewood Elementary enter our middle school tutoring program reading one to two years below grade

RTI provides the framework for reading instruction at Newsome Park elementary School. Due to limited resources and a burgeoning population of at-risk students RTI is not implemented in mathematics or content areas. A school wide positive behavior intervention system is in place. Every student in second grade is screened using the Phonological Literacy Screening (PALS). This data is used to identify instructional reading levels, and spelling/phonics knowledge. PALS assesses accuracy, fluency and comprehension. However, the comprehension assessments are not considered rigorous enough for an accurate assessment of this skill. Additionally, students are screened for sight word recognition using the Fry word lists. The results of these screenings guides development of small groups, identifies students for the most intense levels of intervention, and serves as a basis for goal setting. The full PALS is administered in the fall and spring (Newport News Public Schools, 2015). An additional PALS assessment is given in mid-year as a diagnostic. PALS quick checks, Fry word lists, informal running records and DRA’s are administered throughout the year to monitor progress and set new goals (Newport News Public Schools, 2015). This is all in accordance with Virginia’s Response to Intervention Initiative. This initiative establishes a multi-Tiered system of interventions. The initiative states that typically 5- 10% of students would receive Tier 3 instruction, 10- 15% would receive Tier

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

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).

Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting further student learning and enabling improved student learning through purposeful interaction and providing meaningful feedback. Formative assessment is specifically intended to generate feedback and feed forward on performance to improve, accelerate and enable learning (Sadler, 1998). Formative assessment can and should occur throughout a daily class, through implementation of learning and teaching strategies that lead to both oral and written feedback. The Formative assessment approach is equitable and reliable, producing some significant indicator of student developed understanding that links directly to the syllabus outcomes. This then allows the teacher or other students to respond by trying to

Digital formative assessment tools allow students to use feedback from the teacher to learn how to self-assess and set goals. In this type of assessment environment, teachers and students collaborate in an ongoing process using assessment information to improve rather than judge learning. It all hinges on the assessment's ability to provide timely, understandable, and descriptive feedback to teachers and

Students may not take it as seriously as summative assessment. It can be a time taking process. Students need different kinds of formative assessment at different stages in their learning.[2]

During the early part of my career in tutorial services, I spent over four years working at Mt. San Jacinto College. As a general tutor, I assisted students from various socioeconomic backgrounds and learning styles, including students from the Disabled Student Support Services office in overcoming difficulties in their education. In Supplemental Instruction (SI), I helped at risk classes overcome low-grade turnouts and high drop-outs rates through mentoring and tutoring. In fact, I am the only person to have a full letter grade improvement with participants in pre-algebra, due to my unique group designed activates and teaching methods. Beyond tutoring and mentoring, I also hosted the San Jacinto campuses’ math workshops, helping students and the community participants overcome math anxiety and facilitate their understanding of various approaches to solving algebraic concepts.