Describe Your Experience Through Administering The Pre Test And Post Test Assessment

The assessments have been done during and after the lesson in a variety of ways; verbal response, written response, pair and group work, and making posters as a visual outcome.

What went well? How do you know it went well? (pupils reaction to the task and how much time available)

[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

I taught a group of students at various grade levels to prepare them for their secondary-level standardized tests. The particularly

I believe students face the challenges of assessment and accommodations in different ways than their educators. In the past testing accommodations for schools were often found to be unpredictable

Bellot did not have any questions and I asked to directly observe Brianna complete her homework to examine if Brianna had difficulty with the homework that she does not report to her mother. Brianna did seem to have difficulty with the Math assignment; she worked through her homework skipping problems. When Ms. Bellot noticed the incomplete questions, Brianna was asked to complete all the problems. Brianna was able to complete the questions, although she spent more time on difficulty questions compared to the items she seem to understand. Furthermore, Ms. Bellot provided me with the first week’s frequency of the number of not completed or assignment turned in on time from the Jupiter education email notification

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

Initial assessment is important in relation to determining the competencies an individual may already have, this will ensure that the individual is being taught at the correct level. It can take the form of questions and answers as part of icebreaker activities or open group discussion of

Lesson Objective(s):Students will identify a Penny by name and value, with at least 80% mastery on the independent practice worksheet.

The teacher prepared a checklist of what she would be looking for while assessing the students during the discussion. On this

During this semester I was lucky to be placed at Mink Shoals in a fifth grade class. I taught a total of five lessons. For my assessment chart I choose to show the progress that my students made on the math lesson. They took a pre-test and a post test. I knew that math was a good subject for about half of the class, and half of the class struggled. I knew this was going to be difficult to teach. Before I taught my lesson I did a lot of planning, but before I planned I worked with students every day in a math group. These math groups showed me what the students understood and did not understand. When I planned my lesson I talked to my cooperating teacher to see what I should go over if I wanted to help prepare them for the smaterbalance. After we talked, I decided to look up standards, and practice math tests to see what I should review for the test. After looking everything over

High Stakes Testing has been overly integrated in the education systems. High-stakes testing are used to determine grade retention, school curriculum, and whether or not students will receive a high school diploma (Myers, 2015). Since the No Child Left Behind Act (NCLB) of 2001, high stakes testing has become the norm and mandating that students must pass a standardized test before moving up in grade. As a special education director, the focus is to ensure the student’s accommodations are being followed. Accommodations help increase students’ academic performance. “Both the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and No Child Left Behind (NCLB) call for students with disabilities to participate in the general education curriculum and in testing programs to the maximum extent possible for each student (Luke and Schwartz, 2010).” Throughout the years, high stakes testing is becoming more common than ever before. The reality is high stakes testing is one indicator in evaluating children with specific needs. This paper will discuss, the violation of the statutory language regarding assessment based on IDEA, the strategies and goals of a remediation, staff training, common Core and PARCC assessment, and funding for the remediation plan under IDEA.

I am concern about Krista Cain’s ability to complete the COS 121 5H01 class successfully. I reported she did not have a workbook, which was required for the course; however, she stated that she had purchased an electronic copy of the workbook. I gave all the students a copy of the first chapter, including her with the understanding that they had to have all their supplies by the September 11 to continue in the program. I made Krista a copy of the next chapter workbook; however, she did not turn in the assignment. There has been three tests given and her grades are as following: 84, 79, 76. I give the students time during class to complete all their assignments; therefore, I do not assign them any homework. They receive

Although testing has been around for a long time, I instinctively believe that testing doesn’t give a clear picture of student’s achievement. Thus, I make strong connection to the following quote: “A central question has been whether accountability policies and standardized testing helping or harming those children the polices are most often designed to serve” (Skrla, p.11). For instance, when I analyzed and interpreted the TAPR of Richard J Wilson Elementary school, I found valuable information that all teachers should know at the beginning of every school year. Specifically, when I examined the categories of testing and the students’ performance on individual TEKS. This practice would allow teachers to have a clear picture of what exact skills and content knowledge students are expected to achieve throughout the school year.

Ok I am going to lay the paper out as follows, I will give the type of assessment first, and then how it is scored, then its limitations and then reliability.