Appropriate Assessments During A Child Study

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 assessment process in the classroom can be completed in several different ways, but they are effective in helping children. Some steps may include observations, testing, and evaluations. These assessments can help the caregivers provide the children with the best care possible and available for them. These observations and test may be completed from several sources and situations to ensure the test are accurate.

The purpose of assessment and planning with children and young people in residential childcare is to identify their needs and abilities and then how staff can work with that child or young person and then also develop any of their needs. Planning takes into account the real needs of an individual young person, their age, likes and dislikes, goals, levels of ability etc. This is done to ensure that individual goals and targets are appropriate and fair. Young people will be most interested in activities and experiences that are designed to be relevant to them; therefore, they are able to learn more effectively.

There are many forms of both formal and informal assessment tools and approaches that help teachers evaluate the language development and the progress performance of their students. Assessment approaches are the way teachers assess their students and assessment tools referred to the instruments that utilize to measure each method. Some of those tools includes: Tests, quizzes, projects, classroom performances, tasks, observations, portfolios and standardize tests. Tests and quizzes are given periodically to ensure students comprehend the subject contents. Performance tasks and projects are used to measure students’ accumulated skills and knowledge in problem-solving and critical thinking whereas observations and portfolios are evidences to show students performance and achievement over the period of time. Each of these forms of assessment is very effective when utilized and conducted at an appropriate time.

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

The North Carolina Pre-Kindergarten Program, formerly known as More at Four, is geared towards bettering the lives for At-Risk 4-year-old children. Exposing children to an early learning experience that will promote a positive learning environment to ensure Kindergarten readiness is what drives the program. Upon arrival, each child is screened using the Brigance 4-year-old tool to assess and determine the child’s developmental skills and abilities. According to the text, “Classroom tests and assessments play a central role in the evaluation of student learning. They provide relevant measures of many important learning outcomes and indirect evidence concerning others” (Miller, Linn, Gronlund, pg. 139). While many educators and families

“It all started in 1991 with a young girl in a yellow dress. She looked a bit sad, a bit lonely, a bit out of place. As Chief of Police Bill Hegarty walked through the Grand Rapids Police Department that day, the little girl caught his eye. And as he looked at her, he saw that she simply looked out of place. He saw that she looked scared” (Children’s Assessment Center, n.d.). About twenty years ago the Children’s Assessment Center of Grand Rapids opened their doors with the intention to reduce the amount of trauma children endured in the case of sexual assault. The Children’s Assessment Center is a place where children can be interviewed without being scared and can receive the treatment they need to heal from their abuse. “Traditionally, child forensic interviews have taken place in police departments, schools, and CPS offices. Such settings may be intimidating for children and could increase children 's beliefs that they are in trouble or have done something wrong” (Tavkar, 2007).

Classroom assessment involves the professional decision of the teacher to determine how to implement assessment, what should be assessed, and when should assessment occur. Teachers must be able to interpret each students’ unique learning abilities in ways that are credible, fair, and free from bias. Possible factors to consider when creating these multiple formats for assessments include gender, ethnicity, culture, socio-economic backgrounds, and special needs. Each and every student in the classroom should be give the same opportunity to display their strengths. And it is important for teachers to properly manage an assessment plan that will benefit students, as well as the teachers, in the classroom. Eventually, a well-constructed assessment plan will be able to contribute to the development of lifelong learners within the teacher and the students.

From the time we enter a preschool program or Kindergarten, our abilities, knowledge and development are consistently being assessed. Assessment has occured throughout all aspects of my education, from the spelling tests I took in elementray school, to the Connecticut Mastery tests, to the SAT’s in high school, and even to the placement tests I took for the community college I attended. These assessments may not have been the most pleasurable experiences that occurred during my education, but they were very important.

James is a 13 year old Haitian American male living with his biological mother. Youth’s biological father remarried about two years ago and has a younger half-sister and 2 younger step-brothers. Youth has found it difficult to have siblings and sharing his father's love, however feels like he is getting better at it. Youth spends the weekends at his father's home. Youth was referred from an emergency service. Family identified the presenting problem to be youth getting bullied at school, poor communication with mother at home, and experiencing anger. Youth identified his mother and students at school "picking on him" as triggers. Youth stated he becomes triggered by students picking on him in the classroom as well as on

Standardized assessments are beneficial for ELL in terms of placement, process, and existing ELL programs because it tells us about the student’s background and what they already know and also what they still need to know. Assessment strategies are incorporated as a component of this theoretical overview on the grounds that teachers should make adjustments to their teaching strategies on the knowledge they have of their students' developing skills (Herrell, A.L., & Jordan, M., 2016). Teachers are able to use assessments to “identify students’ English language development levels, strengths, and learning levels and use those results to identify areas to be addressed by differentiated instruction and possible approaches to use” (Herrell, A.L.,

Literacy assessment results can and should be transmitted to students and parents in ways that foster literacy growth and help make students successful learners. Parris, Fisher, and Headley (2009) state that assessment practices signal to everyone what counts in the classroom (p. 117). Parris, Fisher, and Headley (2009) describe “two different types of learning assessment: assessment of (summative) and assessment for (formative)” (p. 117). The purpose of Assessment of Learning (AoL), according to Parris, Fisher, and Headley (2009), is reporting out, summative assessment, and measuring learning for parents and the public (p. 118). Likewise, Parris, Fisher, and Headley (2009) declare the purpose of Assessment for Learning (AfL) is guiding instruction,

As stated in the video "Assessments are defined as a broad range of processes (formal and informal by which teachers gather information about students learning using a variety of assessments such as, paper and pencil test, performance and projects, observation, and testing (standardized test). These assessments can be viewed as a qualitative of quantitative assessment. Gambrell & Morrow pg 319 states that "a first concern for classroom teachers is collecting and using reading

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.

Assessments are a critical tool in monitoring the progress of English language learners at all grade levels. The main purpose of assessments is to ensure students are receiving quality teaching instruction in accordance to academic and content standards. Even though these tests are not the only resource used for testing students, they provide teachers with invaluable data to determine if the student is growing in certain academic areas. There are several types of assessment that can be used to measure a student’s progress. In this paper, various alternatives to