Cvs 329 Assessment Management Plan

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

Assessments are important tools that educators use for a variety of reasons. The basic use of assessments is for measuring the student’s knowledge. For English Language Learners and special education students, assessments are generally used for placement. Using the results from the evaluations, educators use their findings to place the students in the most beneficial class for them. As more ELL students enter the classroom as well as other diverse scholars, the importance of having knowledge of different assessments and teaching strategies becomes imperative and basically mandatory. When entering the kindergarten English Language Learners classroom at Sprout State School of the Arts, the head teacher was able to give inciteful information in regards to the many educational questions that were asked concerning the different facets of education in the classroom. Through a lengthy interview with the teacher, information was gained concerning indicators of exceptionality in ELL students, information pertaining to the use of formal and informal assessments in placement, the role of parents and teachers in placement, as well as underachievement factors that may not need special education needs, justification for changes in proficiency levels, the integration of assessment types and the benefits of the SIOP protocol for all learners.

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

Assessing is a crucial component of education that informs teachers on individual development and understanding (Booker, Bond, Sparrow

This is achieved by ensuring that gender, disability, language and socio-economical differences are not discriminated against (SCSA, 2014). Furthermore, ensuring that assessments provide an in-depth indication of students’ knowledge, understanding and skill based on a large range of evidence provides educator with a fair assessment of a student’s abilities (SCSA, 2014).

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.

Chapter 5 of the book, Classroom Assessment, written by W.J. Popham, is titled: “Absence-of-Bias”. Assessment Bias is when the assessment is unfair or offended for students discussing race, gender, religion, or different characteristics. Teachers should have tests remain unbiased because they need to make sure students’ have an understanding of the content. For example; if a teacher likes basketball and on the math test all the questions were related to basketball. The teacher made the test biased against the students taking the test. The students may be able to do math, but it prohibited one from doing their best because one might not understand the concept/context of the basketball question. It is important for teachers to make assessment

The 1988 Educational Reform Act and the 2001 No Child Left Behind Act have shown the need for changes in the educational system and educators are continually making necessary changes in the classroom in order to ensure success for the future of all children. With the many changes impacting the instruction delivered and what students will know or understand from the instruction provided, educators devote more and more personal time into learning and implementing necessary changes in their instructional strategies. Time is an essential component of education. For students, time is spent in the classroom and on nightly homework in order to master skills for their future needs. The teachers’ time is spent mainly providing instruction and the planning for instruction to meet the needs of each individual student, along with continuing their own education in order to improve the educational output of the lives coming into their classrooms.

Discussions with individual students reveal that time is a barrier for students. As demonstrated in Figures 4.4, 4.6, and 4.7, students were willing to use strategies, but,

Using all the available time you have in a day resourcefully is something that teachers need to become very good at. We only have so many hours in a day and even wasting 20 minutes of the day can be the difference between students getting the extra time on an assignment and getting extra help and those students having to go without the extra instruction.

There are multiple resources that teachers can use to expand their ideas on assessments and assessing students on their academic success, yet we are still unclear as to what are some other strategies to use when assessing our students. Alternative assessments are forms of student performance grading that allows better holistic approaches and idea to student learning and assessment. While I was conducting my research on alternative forms of assessments I was overwhelmed with how many opportunities there are and how many different options we have as teachers to assess our students and focus on their academic growth in multiple different ways. I learned a lot about providing the students with the right balance of assessments and content to help them succeed inside and outside the school grounds. By using authentic tasks that demonstrate the learner’s thinking ability and accomplish communication goal in a way students will understand and interact with. Ultimately, alternative assessments use multiple activities that reveal what students can do through emphasizing their strengths and their weaknesses. Alternative assessments are a great way for teachers to provide feedback right away and to allow the students to learn in ways that make them comfortable.

During the first year, the program coordinator would administer the pre-assessment and gather results. Those results would then be presented at the first DRS meeting along with the common assessment data from Illuminate provided by the math and language arts teachers. Throughout the rest of the year, in six week interval during DRS; common assessment data would be analyzed to monitor THINK Together student growth. Twice a trimester, the administrative team would document GPA’s in student progress reports and report cards, and report findings during DRS meetings. Lastly, at the end of the year, the site coordinator would conduct a post-assessment, and come together as a program evaluation team to share data results. The same process would repeat itself year after year to monitor the programs influence on academic achievement.

As a future elementary educator, I know that there are various methods for assessing students. In my opinion, assessment should vary depending on the age group being assessed. Students throughout elementary school learn in different ways and develop different levels of thinking as their learning progresses. A kindergarten student does not learn material in the same manner as a fifth grader; therefore, assessments should fit the objectives and goals of the students and also project their level of thinking and learning. I want to teach fourth or fifth grade students, so I will discuss the variety of assessments I will use, why I seek to use them, how I will incorporate them in my classroom, and weight their importance in my evaluations 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.

For fair and valid assessment we need to know about test bias and equivalence. This study focused on articles that discuss about test bias and test equivalence in cross cultural testing.