Intasc Standard 6 Assessment

The first way of evaluating performance may be through self-evaluation, either via a reflective journal or by writing an evaluation on a lesson plan or scheme of work. After each lesson I deliver, I write a short evaluation which has

Instruction is no longer a linear process, as knowledge is gained through active engagement-play, direct experience, and social interaction. Students drive instruction as the questions that they pose are integrated into the learning process. Learning is encouraged to take place through interdisciplinary channels. Again, it is not a linear process. Disciplines are integrated to allow children to make connections. Assessment is an important instructional tool because it is progress-oriented. The data derived from formative and summative benchmarks is used to not only measure student progress, but also as a prescriptive measure when remediation is needed. Academic success is no longer viewed as a competition based on recall, memory, and rote means of instruction. Collaboration and cooperative learning are fundamentals for learning. They encourage not only student growth, but also develop life-long social skills.

1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners.

Originally the Standard Based Assessment exam was used from 2012 to 2014 in order to evaluate the students’ proficiency on content-based material ( ). Just last year a new testing method, the Alaska Measures of Progress testing in the areas of mathematics, reading, and writing was adopted ( ). The shift from the Standard Base Assessment to the Alaska Measure of Progress was the Department of Education desire to have students prepared for secondary education or work placement expectations set for in the statement. The Alaska Measure of Progress exam are drastically different in questioning, scoring, achievement definitions, and score parameters then the preceding testing assessment ( ) This lack of comparison leaves the educators in a glitch as they try to educate their students in content-based material without having reliable proficiency testing results. As of this writing the educator will only have the snapshot of last year’s results to direct, guide, and implement their teaching strategies to facilitate the learning process in the classroom. However these test results scores are presently being debated in open forum to the public to set cutoff scores for the four categories in which the student will show proficiency ( ) . So without adequate guidance the teacher is hampered in their efforts to educate a diverse

This is my overview and response to InTASC standard 7 titled “Planning for Instruction.” I will discuss my thoughts on the first read through, then I will go in depth on several of the InTASC standard 7 points with examples.

Every student engages in high quality instruction in the classroom at the Tier 1 level. In Tier 1, students get a daily opportunity to learn grade level curriculum and get basic differentiation to support their needs. The grade level standards are taught using research based, best practices. Teachers may work with small groups and provide hands - on activities to make learning meaningful and relevant to students. All students receive periodic assessments that allow the teacher to identify if they require more intense support. Often times, schools will implement a schoolwide screening tool to benchmark students and determine if they need supplemental instruction to meet grade level expectations. Data collection from these assessments helps to guide teacher instruction and will also help to determine if a student needs more support in one or more academic areas.

When teaching a sequence of lessons, it is important to regularly assess the students and measure their understanding of the material. Taking lessons forward without any form of assessment can result in students being left behind and unable to access the new material because they did not get a grasp of the prior lesson. To ensure this did not happen I used previous exam questions whenever possible as tasks for the students to complete. A competence with these questions suggests that students are confident with the material and the lesson can be moved forward. Examples of this can be seen in REFERENCE FILES. When planning these tasks, it is important to understand the abilities within the class, this view was supported by Atkinson in a CA session (SA, CA, TS6). Despite being a triple science class, projected grades range from 5 to 9. I included questions that ranged in demand, from fact recall (REFERNCE EXAMPLE) to extended written prose (REFERNCE EXAMPLE).

The US Dept. of Education’s testing action plan provided a set of principles for fewer and smarted assessments. Assessments must be worth taking, high quality, time-limited, fair – and supportive of fairness - in equity in educational opportunity, fully transparent to students and parents, just one of multiple measures, and tied to improved learning. Observing and assessing student achievement can be beneficial and accomplished through other measures. A rubric, or scoring tool that explicitly represents the performance expectations for an assignment reveal how students’ work compares to a standard as opposed to test scores and grades tell students where they stand in terms of number of points and convey our judgement of their work. Among other advantages, rubrics inspire better student performance. Another method to use to measure progress is a portfolio, or detailed collection of work showing how the student’s thoughts and work ethic evolve over time. Other methods to measure school performance include rates of high school graduation and dropout rates.

INTASC standards teacher understanding how teacher organized the class. Teacher create learning from their experiences to make the subject matter and meaningful for students. For beginning teacher Interstate New Teacher Assessment and Support Consortium is part of corporation.

(Wortham, 2012, pg. 132) Assessment and observation tools would be adjusted according to the child needs and abilities. The checklist is a beneficial observation tool which lists the standards, and the observer can easily tell if the child measures to each standard. (Wortham, 2012, pg. 132) I would continue to use checklist as an observation tool and would add a column for notes and comments. Anecdotal record and running record are useful observation tools for assessment which involves more detailed information while using the observational tool and requires the observer to be more aware of the child actions and communications. ” (Wortham, 2012, pg. 125, 126) I would continue to use anecdotal record and running record as an observation tool but include a list of standards to evaluate the child abilities and to sure that child is reforming skills appropriate for her grade level. The desired results development profile (DRDP) provides 12 measures with four levels which evaluates each child abilities and skills. I would continue to use DRDP and add more space to write opinions or

The Integrated Study Units is divided into nine components. The first part of the guide is the Unit Overview. This part summarizes the content of the unit which consist of English Language Arts, Social Studies, and Science. The next part pertains to the standards that are covered within the unit. Standards within the unit are used to write student-friendly “I Can” statements to post in your classroom daily. “I Can” statement are observed by school level administrators and Curriculum and Instruction department teams. Social Studies, Science and STEM standards are taught through read aloud, shared and close reading structures. The Assessment address English Language Arts and Suggested Tasks, ELA contains specific assessments that are required

“Assessment is a method for analysing and describing student learning outcomes or program achievement of objectives” (Assessment services, 2011). A form of Assessment is standardised testing. This kind of test is used to “measure the performance of a group against that of a larger group” (assessment services, 2011). Standardized tests are often used in large-scale assessment projects, where the overall results of the group are more important than specific data on each individual client.

This allows the team to track the success of instruction. It also enables the educators to make necessary changes to support the student in meeting their annual goals. Due to the fact that parents are not at the school on a daily basis, IDEA requires the team to periodically report to the parents on the student’s progress. Progress can be measured in a variety of ways. The student’s progress can be assessed and reported by structuring certain requirements from the classroom teacher as well as other school educators. One requirement is to administer an assessment that describes a student’s academic or social behavior. Effective classroom teachers should be fluent in progressing whether the student’s are reaching the desired goals. These measure are often quick, informal assessments, but can be formal assessments depending on the type of learning or behavior being assessed. The instructors should also be monitoring the progress being made by comparing the data being collected with the benchmarks previously established. These comparisons should be made frequently enough to validate adequate progress is being made. If adequate progress is not being made, the instructor should make instructional changes to improve achievement of the set goals. Lastly, the instructor should be reporting the data comparison and

InTASC Standard 7 states the requirements for effectively planning instruction. First of all, the educator must ensure that every student meets learning goals. The instruction the teacher plans needs to fit the needs of every student so that no child is put at a disadvantage. Every student should have an equal opportunity to benefit from every lesson. In order to plan such effective instruction, an educator needs to take several areas into account. First of all, a teacher should draw upon past experience with and knowledge of the content, so that the students have a foundation to stand on. Students will feel more comfortable and open going into the lesson if they already know something. Secondly, an effective teacher needs to consider

In reflection on classroom assessment, the best method to communicate my expectations on an assignment is to create a rubric. When reviewing details for an assignment, the rubric needs to be discussed with my students so that they understand the criteria for the assessment (Green & Johnson, 2010) and are able to align the criteria with clear goals for their work (McTighe & O’Connor, 2005). If students are able to evaluate their performances and products, it also removes the instructor as the sole authority on evaluations, which lends itself to the student self-assessing (Green & Johnson, 2010). In addition, rubrics can have space for comments, student goals, and action items to achieve these goals (2005). Hence, the rubric becomes a document that encourages mastery goals. Thus, to promote mastery goals in my courses, I must follow the assessment practices discussed by McTighe and O’Connor