Bellringer's Summative Assessment

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

As a result of testing accountability, teachers have changed the shift in their classrooms and focus on teaching to the test. Many criticize that the tests that are administered do not allow for thoughtful or deliberate thinking. Multiple choice questions, condensed reading passages, add to the inauthenticity of the test and can impede the ability of students. Studies have also show that test taking has a negative impact on student achievement in reading, writing, and mathematics. ELL students are still developing their English language skills while learning new content. It is unfair to have the expectations that these ELL students are being held accountable with the same standards as their native-English-speaking peers. ELL students need to have the necessary background knowledge, English language and academic language knowledge to successfully understand test

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.

The research proposal will answer the research question: Are high-stakes test an effective way to test ELLs in content areas? This research proposal will inform educators of their teaching ELLs over the course of a year. Educators will participate in professional development (PD) throughout the course of the year on a biweekly basis. During this PD, educators will reflect on best practices in teaching ELLs, analyze data, and observe other master educators in their field. The data collection process will occur intermittently over the school year. In addition to teacher data, the study will also collect pre, mid, and post assessment scores in reading, writing, and math. The results of this study will demonstrate the effectiveness of high-stakes testing on ELLs.

Through the identification of these assessment methods, I will analyse their purpose and the role that they play in my learner’s development; and how these are used to identify learner progress and confirm their knowledge and understanding. I will explore theories and principals of assessment, covering formative and

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

Assessment: This gives you a baseline of what the students know at the beginning of the book about immigration and can be used to compare with what they have learned by the end of the book.

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

Means of Assessment (Describe briefly here, and attached below in each lesson): After you describe your assessment, mention how you will differentiate for a student with special needs (e.g., struggling reader, English language learners): The students will be assessed on the 13 colonies by presenting to the class the information they found on their assigned colony and completing a foldable graphic organizer. For the French and Indian War students will be assessed by being given a reflective worksheet where they are asked to reflect on what they learned about the French and Indian War. The lesson over the Stamp Act will include a game that serves as the formative assessment. Day 5 will cover the Boston Massacre. The students will be given a reading for homework and then will answer questions that go along with the reading. On the last day, after discussing the Boston Tea Party, the students will be given homework. The homework is a worksheet answering questions over the Boston Tea Party. Finally, we will be giving a summative assessment. The assessment includes creating an interactive timeline where students will have to draw in the major events we have talked about. Once they have

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).

That being said I find it important that we identify what level of English your ELL student knows. Because some may know no English, able to read and write English, some English, and etc. Once the school is able to identify what level of English the ELL student has then we they are able to place that student in the right program and class. After the student is given an IPT assessment

Both formative and summative assessments were given for students through the group activity of coming up with and sounding out words to write as a group. Also, at the end of the activity and reading students complete a beginning letter sound sheet to determine if they can follow directions, just using c, b, and m, and figure out the beginning letter sounds. They are

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

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

1.1.1 Initial assessment: Given prior to learner attending a class, helps to establish an agreed starting point for the learner. Derrick and Gawn (2010) assert that effective initial assessment amongst other things should establish any social, economic factors as well as learning difficulties or disabilities which may have an impact on the learning of literacy and language. It provides an opportunity to establish the