Essay about Assessment Ell

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 vocabulary, spelling, punctuation, logical sentences, and sentence combining subtests are contrived tests where testing begins at question one regardless of age/grade, and continues until the student incorrect

The test is administered in the spring and the results provide students, teachers, and parents with an objective view of the student’s strengths and weaknesses. The listening and speaking scores are combined to obtain an overall scale score, as are the reading and writing scores. The overall performance is determined by the scores in each combined area. A conversion chart is provided in each grade band, to convert the raw score to a scale score. Then depending on where the scale scores land will give you the placement level that the student is at. To move from one level to another both component scores must land in the upper level range. A student, who advances in only one

What type of assessment did the teacher use and what is the purpose of this assessment? Was it effective? Why/ why not?

1. Name two signs you would look for to let you know Vara is ready to end counselling.

Assessment needs to be an ongoing, integral part of the teaching and learning cycle. It must allow teachers and students themselves to monitor learning. From the teacher

Needs assessments are conducted every spring and is administered by each LEA which includes input from the teachers, paraprofessionals, administrators, parents, recruiters, and other service providers. Interviews/focus groups are held every year to determine the needs and satisfaction regarding the LEA’s program. The Language proficiency assessment is given to all ELL students for placement in the LEP programs. The content achievement assessments are given by the state to student in grades 3-12 which are administered annually and measure the student’s abilities in reading, writing, math, computer skills, and other content areas. K-2 assessments are used to provide data of student’s development and progress in reading and math using formative and summative assessments (http://www.dpi.state.nc.us).

Assessment is essential as the information gathered is how the students are progressing to the learning outcomes and performance standards. Upon completing this artifact, it is recognized how assessments impact how instruction should be delivered, and recognizing that all students will learn differently. As an educator, flexibility and adapting to the diverse learning environment is necessary to ensure all students are grasping the material. Realizing there are those who do not test well and trying to find ways to assess those skills through class discussions or group work while encouraging the students and praising them for their efforts. Designing and creating unique ways to ensure all students are learning the material and meeting the objectives and goals set forth in the lesson plan. It is the responsibility of an educator to develop goals that will reinforce lesson plans, lectures, and instruction. Those students who have an IEP modifications will be made based on their IEP recommendations. For ESL/ELL students in the class, modifications will be made on a case by case as recommending to ensure the students are successfully meeting their learning goals to their fullest

“It’s called the Classic Learning Test, a college entrance examination that tests for verbal and quantitive reasoning.” (Patheos.com)

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.

The testing at Highlander Academy requires that all students in grade levels 3rd to 10th grade to complete quarterly testing. The school utilizes the ACT Aspire software program to monitor student progress. The use of ACT provides benchmarks for college and career readiness. Testing is inclusive of courses in English, Reading, Mathematics, and Science. The data obtained on each student is used by the teacher and the school to determine progressive readiness in preparation for end of course, EOC and end of grade, EOG tests. In compliance with the state and federal levels all Highlander students in grades three to eighth grade complete an end of grade tests in Mathematics and English Language Arts. The testing for third grade to eighth grade is general and specific to the course of study for the grade level while high school grades are grouped in sets for grades nine through ten and grades eleven through twelve. High school students are required to take EOC testing in Math 1, Biology, and English Language Arts 2. Math 1 is usually taken during the students ninth grade year. The EOC assessment for Biology is given during student’s tenth grade. Last, the English Language Arts 2 assessment occurs during the student’s tenth grade year. These tests may require repeating if the student fails to pass the course the first time. However, while testing is required for all students there remains shifting opinions to the success of

Growing up in Florida, the sunshine state, all my years of schooling was practically determined in the months of February and March, by the Florida Comprehensive Assessment Test, most commonly known as the F.C.A.T. The Florida department of education (2005) presents (to parents and guardians of the students), the F.C.A.T. as a test given to Florida students to measure what they know and are able to accomplish in reading, writing, mathematics, and science. This test is a part of Florida’s plan to improve student’s achievement. It measures challenging content standard, called the Sunshine State Standards. The F.C.A.T. is said to be made up of two types of test. One of the tests is a criterion-referenced test or CRT, the other type of test is

I had the pleasure of interacting with some enthusiastic and energetic kindergarten students. My clinical educator, Ms. Hill, provided excellent professional feedback during my observation. She maintained that the assessment process is the core of instruction. East Elementary School is required to follow an assessment cycle that is designed by Iredell-Statesville School district officials. There are three test conducted at three different intervals: beginning, middle and end of year for both Reading and Math. Dibels is the most commonly used assessment tool for second grade. It is used in addition to Reading 3D for testing and progress monitoring purposes. Benchmark assessments are also used quarterly to measure academic growth in students.

Most schools require students to take standardized tests at the end of the school year in order to continue on to the next grade; tests that are commonly given in the English language. The tests are comprised of passages that consist of grade level vocabulary, lower level vocabulary and in some cases higher level vocabulary that even English speakers themselves fail to understand. For the several students that are not fluent in the English language and/or can hardly speak the bare minimum of the English language, success is not an option; which means that these students will be held back a grade level simply because the test was not administered or written in a language which they could comprehend. This article provides guidelines for testing

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