Engageny Curriculum

Please note that this Assessment document has 7 pages and is made up of 3 Sections.

Please note that this Assessment document has 7 pages and is made up of 3 Sections.

Please note that this Assessment document has 8 pages and is made up of 3 Parts.

Please note that this Assessment document has 11 pages and is made up of 3 Sections.

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

The initial and diagnostic assessments are closely linked; all information gathered from these assessments are put together to help the learner and the teacher build a clear picture of the individual. This information will then be used to agree goals and actions, personalise learning, develop an ILP, tailor session plans to meet the individual learners needs and use teaching methods to cater for all learning styles.

Please note that this Assessment document has 15 pages and is made up of 7 Parts.

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.

Unit 1- 1.1, 1.2-This is a reflective account of the things I have done, experience and knowledge I have gained throughout the assessor 's course mainly during the process of assessment. First, I would like to describe the definition of assessment, its key concepts, stages to show the knowledge and understanding I have gained throughout the course. An assessment is a pre-agreed formal session with the learner. Assessment is judging performance against an agreed standard and is also a way of finding out if learning has taken place. It enables yo assessor to ascertain if learner has gained

I gathered NWEA (Northwest Evaluation Association) standardized test reading scores for my students from the last 3 years. I gathered information about my students’ writing which was from grade level meetings, that I participated in, with colleagues to analyze my student writing to determine how well they were applying previously taught vocabulary words to write. I gathered information from notes that recorded the conversations that took place at these meetings regarding my students’ limited vocabulary use in their writing. I gathered information from observational rubrics I used to score students’ application of newly learned content

4. Each day will begin or end with an informal formative assessment to remind and rehearse the previous day’s knowledge and to see what the students have maintained from the day before. This is going to be a simple 1-2-3 check. The first version of this will be used as a post lesson check. Students will

Before any actual classroom teaching can take place, initial and diagnostic assessments must be carried out. These are paramount in agreeing individual learning goals, and planning the progression of the learner with the teacher.

According to “Interim Assessments” by Smarter Balanced Assessment Consortium, summative assessments are end-of-the-year assessments, formative assessments are “tools and practices that support classroom instruction” and interim assessments are assessments “used throughout the year to gauge student progress toward mastery of the skills measured by the summative assessments.” Both formative and summative assessments can be used to help teachers and students understand how learning can be improved while they still have enough time to respond to the results. On the other hand, the summative data collected by the end-of-the-year SBAC test is not returned to schools until months after the end of the school year. As a result, these assessments are

Two summative assessments will be set, one during last week of the term1 and another one after term 2. These will include listening, reading comprehension, writing and speaking.

The major thing that can be learned from the Envision curriculum is how well it is organized. The Envision curriculum is missing several standards. but it still covers most of the standards found in the Common Core and Alaska guidelines. The curriculum provides several worksheets and activities that can be differentiated for individual students. The curriculum is also outlined in way in which teachers can plan for their lessons in a weekly and monthly basis. As I was compiling the curriculum for each day, it came apparent that this curriculum was designed for the busy teacher. The curriculum provides, worksheets, games, tests, reviews, and activities for each math topic. Envision has supply most of the materials you would need to teach each