Importance Of Progress Monitoring On Annual Achievement Tests

Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

For example, assessment provides clear measurement and recording of achievement during a course that provides identification of individual

If we look at the Kolb (1984) explained how learning has four stages as well as Honey and Mumford learning styles we can see how this can be incorporated into our delivery models. The use of tests for example during the assessment process or conclusion activities in the classroom or assessment can be directly reflected into the Kolb model. Knowing how our students learn will ensure I am delivering my lesson at the right level to our audience using the correct teaching strategies.

Tracking learner progress of all levels and of individual assessor caseloads can highlight any issues with achievement and target dates.

Progress monitoring student’s achievements and progress throughout the year is very important and these two tools are great to use for reading progress monitoring in the younger grades. This activity has taught me how to best use each assessment to better my teaching as a classroom

Assessments within learning have one ultimate goal being to evaluate the learners progress by offering in stages validity, authenticity, reliability and fairness within the assessment process. Progress however can mean many different things; in the case of some of my learners attending two sessions in a row is considered progress.

Based on George’s current age and level of performance, I will be using a Spelling Curriculum Based Measurement (CBM), adapted from Hosp, Hosp, & Howell, 2007. The Spelling CBM will require George to listen to a list of words given by the teacher and do his best to spell the correctly. The first list of words given will be grade level. Depending on the results, the next list may be altered. The results of this test will indicate which grade level George is at in this specific academic area.

Stated in the school improvement plan at the end of every section is a list of assessments for monitoring student progress and evaluating the effectiveness of

This artifact impacted my professional knowledge and practice by allowing me to see what progress my students’ are making and to adjust my lessons accordingly. This data also helps me determine where my students are at and what their next set of goals should be. If I did not use this type of progress monitoring, I would not be able to accurately report

There are many useful ways to monitor progress to support learning and achievement by doing a checklist e.g. the teacher can do a checklist about what physical skills each individual child can do e.g. skipping, balancing and hopping etc. Observations can also be taken to monitor progress of each child or young person’s

I need to monitor and assess the progress of each student by maintaining accurate record using a variety of assessment tools, gaining feedback, formative informative,formal and informal whilst also maintaining my organisations requirements.

One assessment I can use is Curriculum-Based Measurement (CBM). CBM was first developed to document a student’s progress through the class curriculum and to assist teachers in creating a more effective instructional environment for their student’s source. CBM has two distinguishing features; first, CBM has a standardized set of procedures, and second, is its focus on a long-term curricular (Mastropieri and Scruggs 2014). CBM differs from other continuous measurements because students’ progress is assessed directly through changing objectives and standards throughout the length of the school year. The test domain remain constant from the beginning until the end (Mastropieri et al., 2014).

In addition to individual reports, educators may also generate instructional planning for a group of learners. This aspect of the assessment will aid in the action research as it will provide information vital to lesson planning and direction of the activities throughout the study. The individual reports will provide information concerning student understanding and mastery, allowing the researcher to monitor student progress throughout the study. It needs to be noted that the STAR test changes as students age, and during administration, responds according to student answers. When analyzing these scores, educators need to be cognizant to look for growth instead of changes in scores and ranks.

Assessment provides feedback that learners can use to determine their progress, in relation to learning outcomes (Spiller, 2009:6).