Assessment Of Content Knowledge Growth

I believe assessment is important and is the basis of planning for instruction, whether it is diagnostic prior to learning, formative during units or lessons, or summative to evaluate student learning. Rowan’s quote in Every Teacher’s Guide to Assessment, "After all, in the end, the problem is less the idea of testing itself, but how we design them, apply, them, and make use of their data." definitely has an impact on my assessment practices. I feel it is necessary to make sure the student acquires all aspects of the learning. Assessment should be used to bring a value for students. Within my instruction, I implement daily formative assessments which may include turn and share, quick writes, graphic organizers, online discussion responses, KahootIt, and other forms. Designing the appropriate formative assessment to match the lesson is important to assess how the learning is taught and whether the students are showing progress. In addition, I have worked on building blocks of formative assessments in checklist style leading up to the point of reviewing for a summative test. Each of these are checked off as completed and instant feedback is given. Feedback from an assessment is essential to student learning and how a teacher will ensure the content is being acquired.

In this paper I will critically reflect on the teaching and learning cycle I engaged in to improve my assessment of student learning. I focussed on assessment due to its potential to improve instructional design and student performance (Brookhart, 2007, cited in Wiliam, 2011, p.8; William and Thompson, 2007, cited in Dixon & Worrell, 2016, p.155). The teaching and learning cycle led me to identify areas of

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

From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also

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

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

Assessing the children understanding is considered to be a good indicator of their learning and development process (Reys et al., 2012). Stiggins (2002) discussed the difference between the children’s assessment for learning and assessment of learning. Teachers need to be familiar with both. Assessment for learning (or as we call it the formative assessment) helps the students to learn more about different concepts and increase the opportunity to develop various skills. On the other side, assessment of learning (summative assessment) is to give the teacher an evidence of students’ achievements for purposes of accountability and reporting. For example, assessment for learning can include the teacher’s observations, in-class assignments,

However, these comments are something which can only become reality if practitioners are enquiring into their practice. On reflection, it is my opinion that as assessment is such a widely-debated idea that it should be enquired in a teacher practice on a regular basis. I feel that by just concentrating on effective questioning it has implicated my practice and made me feel more confident and knowledgeable. However, there are many other factors a teacher uses daily which can change the form of a child’s learning. Therefore, I feel another important next step in my practice would be to follow other formative assessment tools as a line of enquiry. Specifically, into LI and SC and understanding the most effective way to use this in the classroom, such as discussion or visibility. I feel that this next step would be a natural movement in the action research cycle (see Appendix 9).

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

In my assessment these students will be evaluated consistently my me and the instructors at Hillcrest elementary school. The students will be evaluated on how to continue his/her next steps within the school. Input will be given to the student at the school for data so they can learn more by adapting to their own personal experiences. I will first do a walk-thru of the classroom in starting my assessment. I will visually be able to check on my student’s progress and really understand the students. Next I will use a checklist to compare and see if the student is progressing or not. Criticism feedback won’t be seen as a problem but would be seen as a guide to understanding and achievement inside of the classroom. Lastly and most important I will give out a summative assessment to assess the knowledge of problem solving skills. The specific end goal is to persuade students to become long lasting learners inside and

Close your eyes and think back to your favorite teacher. What made him or her your favorite? Was it the way they taught you? Did they teach you in a way that you did not entirely know that you were learning? Did they make you want to know more? Most likely what made them your favorite teacher was something about the way they instructed you made a difference in the way that you learned what they were conveying to you.

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).

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 question of assessment in the "school system, individual schools, and teachers has evoked strong and sometimes violent emotions from the educational community, the general public and their legislative representatives"(Brown & Knight, 1994). Assessment based on standardized tests has been looked at very closely over the recent years, and some people have even mentioned that they be eliminated completely. Those who feel traditional methods should be replaced by alternative methods. These people feel that demonstration, exhibition, investigation, oral response, portfolio, and written response's are all examples of

Assessments are integral parts of instruction, they determine whether classroom goals have been achieved, and help teachers know what areas they should focus on and maybe reteach. They are great tools for developing lesson plans and answer questions such as; “do my students possess full understanding of the material?” There are many ways of assessing students’ learning, one of which I have personal experience with are on-the-spot assessments.