Component 3: Assessment Plan

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.

Shepard, L. A. (2006, Creating coherent formative and summative assessment practices. Orbit, 36, 41-44. Retrieved from http://search.proquest.com/docview/213738810?accountid=8194

Assessment is defined as any practice or task that is used to produce information about student learning, and is categorized as either formative or summative (Wallace & White, 2014). There is a distinct difference between the various types of assessments, specifically formative and summative. Formative assessments are informal quizzes that are used to guide instruction

Formative Assessment- The formative assessment is the annotated passage reading assigned on the first day. If students read and took notes, answering the five w’s of who, what, where, why, when they will receive the full ten points. The other formative assessment will be the participation and note sheet handed in at the end of day four regarding Aaron Huey’s photos. If students took notes, wrote their opinion and joined in class discussion at least once they will receive the full ten points.

Ensure sales process using point of sale is efficient and accurate to a high standard

The first article that I viewed was on Edutopia and it was titled Why Formative Assessments Matter. This article was a very helpful in that it was a review of what formative assessments are, why they are used, and when and how you use them. The middle part, why they are used, it reinforces that they are used for, to inform, not to punish. This is important to remember as we are assessing and planning instruction for students each day. Learning and showing what you have learned should never feel like a punishment. At the end of the article, in the last section, there were suggestions on ways to formatively assess students in a way that would not feel as though they are being punished. Instead, they are enjoying showing what they have learned. The last tip in this article was to watch, look, and listen. It is important to remember that to formatively assess students you must constantly

Throughout this inquiry process the criteria will be created in a mixture of ways. Some of the assessment pieces are created by the teacher while others will be created with the students. Furthermore, sometimes the assessment pieces will be made as a result from my observations or notes. I think the criteria should be communicated to students before the actual assessment takes place. Thus, if they do not understand this gives them the opportunity to ask any questions needed and allows myself to make any changes that are necessary. Above I have mentioned the major assessments as a rubric, oral discussion/checklist, and a self assessment. I have decided to focus mostly on students oral and drawing skills since the students in the classroom struggle with writing down full assessments. Thus, they will be able to fully express their understanding and learning without the struggle of writing everything down.

One assessment I have in mind we would always taking was the fcat. annual test given to students in grades 3-11 that measures their skills in the areas of reading, math, science and writing according to Florida's Sunshine State Standards. I wasn’t always doing great on their .I like taking the ACT better .I score better and

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding

One of the areas from the book regarding the Code and assessments that I have an interest in is the Core Elements of Informed Consent in Assessment. The core elements in an assessment include the nature of the assessment, purpose of the assessment, fees, involvement of third parties, and confidentiality. The nature of an assessment includes multiple aspects. These aspects refer to testing and procedures, the category of the assessment “(e.g., personality, psychopathology, competency, parenting skills, neuropsychological abilities and deficits, employment skills, developmental disabilities)” (Fisher, 2013, p. 279). Other important natures of an assessment include time span, behavioral observation, incorporating multiple assessments, assessing

The teacher can use a lot of different methods here such as Question and Answer, Quiz, Peer-assessment, Observation, Discussion, to name a few. Assessing your students on a formative basis will enable you to see if they are ready prior to a summative assessment Gravells (2012:116).

Celebrations and rewards will build respect for the mentor or coach and help employees see that the individual is not only there to criticize but also to share in employee success.

Chapter 12 of the book, Classroom Assessment, written by W. J. Popham, was titled: “Formative Assessment”. The chapter focuses on how formative assessment can be incorporated and implemented in the classroom. Formative assessment is an informal and small assessment given by the teacher. For example; a chapter test on Friday’s, spelling tests, quiz over a chapter that students read are just a few formative assessment examples. The author mentions summative assessment to “take place when educators collect test-based evidence to inform decisions about already completed instructional activities” (pg. 291). Summative assessment is the whole picture or big unit test assessing what students will know. This is often standardized testing exams. There

According to Rixon (2012), assessment can be regarded as a systematic means to analyse learners’ level of knowledge or skills do discover and record how well they can do the reading, listening or writing tasks or perform while doing speaking activities. Depending on the aims, we can use formative or summative assessments. There is a differentiation between these two types. Formative assessment can be informal and provided without establishing tests conditions as in the case of formal assessment (Harris, M & McCann, 1994). It can be done over a period of time as a term, an academic year or like in my situation – during the intensive summer course. Whereas, the summative assessment is carried out by the end of the course and is conducted to demonstrate the progress or to check if we met the objectives During the academic year, at the British Council, we have formal testing at the beginning of a school year and the end of each term as these results are necessary to make a decision about the next level a student might move to. Therefore, validity and reliability of the tests are crucial to YLs future learning (McKay, 2006).

Formative assessments are focused on the sharing of information and teacher-student communication; teachers model how they wish the lesson outcome to appear, students use questions and other learning techniques to get to that point. Formative assessments typically involve open-ended questions, asking students in groups or individually not whether they understand, but to give an example showing they understand. This puts both students and teachers on target for success within the micro and macro learning structure. Summative assessments, in turn, are based on lengthier process after a project, at individual points in a paper, etc. and require