Sam Godwin's The Trouble With Tadpoles

I think that next time I plan for these methods of assessments, I should create a good series of questions, which could give me a better understanding of the learner’s knowledge.

The term assessment is the process of using a wide variety of abilities and knowledge, in this case, of students. The textbook explains that the purpose of assessment in reading and writing instruction is for the students and the teachers. It is important for the students to understand their progress in literacy and learning and to evaluate their own strengths and weaknesses. Assessment in reading, for teachers, involves comprehension and appreciation for how children interact with print in authentic reading situations (Vacca p. 144). There is a multitude of different types of assessments and tools to getting the results that we know impact individual students, schools, districts, and even nationwide.

Assessment, both formative and summative, plays a significant part in the learning experience as it determines progression and enables learners to demonstrate that they have achieved their desired learning outcomes.

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

Depending on the size of the book they could have a test each week, or every couple of weeks. My supervising teacher uses formative and summative assessments to help the students learn. The formative assessments help the kids remember and learn the information until it is time for them to take the summative assessment at the end. The summative assessment after finishing a book is a paper pencil test. The test will ask them who the main characters were, simple plot questions, and a couple questions that are similar to the ones they answered during partner reading. The students however are going to have two summative assessments after they finish Squanto, their first chapter book. The students will have their paper pencil test, but then they also are doing research and writing a story about one of the main characters in Squanto. The students will have to use their knowledge from the book and their research to create a biography of their character. This is a fun and different way to check for understanding at the end of the unit, and it does not feel like a test. My teacher’s main focus on reading is to help her second grade students leave reading at a fourth grade level. A good teacher will push her students and will not always use the standards as motivation, but instead will do what is best for her students to grow and

Are important assessments to include because of this focus on comprehension and the fact that they are done during reading, not

The book itself contained many questions for students to respond to. In addition to these questions found in the book, I asked students questions to activate and assess their prior knowledge. Some of the questions that are found in the book include “are you ready?” “what do you think will happen?” and “can you remember that?” These questions make it easy for the teacher because the text already includes questions that engage the students. Unlike my prior experience with this book being read aloud, I believe that student engagement and interaction is vital during any read aloud with younger students. The students will interact with the text by taking turns and doing what the text prompts them to do. All the students were very eager to respond to the questions and interact with the text.

I enjoyed and gained a lot of insight after reading the article, “Every Assessment Tells a Story.” The author, Fred Ende, found a great humorous way of assessing students who may get test anxiety by creating story assessments. While reading the article, I was very interested in how I can incorporate this into my classroom. I can see how things teachers have to do, like make assessments do not have to become a process that is not fun or mundane. You can mix your creativity into it and make it more fun for not only you but also for your students. By taking charge of these assessments and adding in your creativity it produces more productivity for students and engages them in different ways.

As a Middle School Language Arts teacher, I have found that assessments are a daily part of our job. Everything that my students do in the classroom ultimately ends up being assessed in some sort of way. I must admit that it can at times be overwhelming for assessments to be such a huge part of our curriculum; I understand the necessity of each one. I haven’t always been focused as intently on assessments. I really didn’t consider the importance of assessments as much. As I gained experience and knowledge I realized that assessing my students provides me with information that makes my job more successful. I believe to effectively teach my students, I must understand and implement the right assessments properly. My assessment philosophy is that to be able to ensure our students are learning and that we are teaching the right way we must include proper assessment for validation. With that being said it is very important to use different forms of assessments to gauge student performance. One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest In the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of students (Black 2015) This research supports the idea that assessments

Over the years, literature related to authentic assessments in schools have increased. By definition, authentic assessment requires a more hands on approach to teaching. It combines instruction and assessment into creative portfolios, class projects, exhibitions, and presentations. It allows the students to engage in higher order thinking and to learn skills that will benefit them in the outside world. Students must create something new in order to show their knowledge of material (Archbald, 1991; Dennis & O’Haire, 2010; Elliott,

I also was able to put a plan into action to improve their reading as well. Adrianna really enjoying this task, she did a great job during the different test. This made it easier for me to evaluate and interpret the information I needed to learn. The most difficult part for me during this evaluation were the leveled passages. Before I begin these test, I knew Adrianna did not like reading. My job was to get her to read with confidence not matter how many mistakes she thought she would make. I loved doing this because I knew that this may be one of reason Adrianna did not enjoy reading. In most cases she students just need a little encouragement. This final case study was perfect for ending off the semester and moving on to the next steps in my

After reading chapter 11 of our textbook, there were three important topics that stood out to me. The first topic that I thought was interesting was the purposes of assessments. According to Carjuzaa and Kellough, the purposes of assessments are for assisting student learning, identify students’ strengths and weaknesses, assess the effectiveness of a particular instruction strategy, assess and improve the effectiveness of curriculum programs, assess and improve teaching effectiveness, to provide data in order to communicate with parents and guardians and to involve them in their children’s learning, and to provide data that assist in decision making about a student’s future (Carjuzaa & Kellough, 2017, pg. 337-338). Assessing to identify strengths

As stated in the video "Assessments are defined as a broad range of processes (formal and informal by which teachers gather information about students learning using a variety of assessments such as, paper and pencil test, performance and projects, observation, and testing (standardized test). These assessments can be viewed as a qualitative of quantitative assessment. Gambrell & Morrow pg 319 states that "a first concern for classroom teachers is collecting and using reading

Miss Banks and Miss Rivera will collect results from the assessment Read Naturally and Paired Reading. Then Miss Banks will observe, and document students’ progress throughout their twelve-week activity. Miss Banks will use observation, and use documented evidence to supply what assessment works better for each student. Surveys will be distributed to parents, and they will comment on what strategy worked for their child. Testing will be done once a week. Miss Banks and Miss Rivera will compare students’ assessments results with older assessments. Miss Banks and Miss Rivera will see if there is a correlation between the students’

Educators can utilise assessment to determine what learners bring into a learning cycle so as to develop instruction tailored to learner’s requirements and to build on existing knowledge and skills (Spiller, 2009:6 & 7). This diagnostic purpose can be further used to determine if learners require further instruction and to assess if learners are prepared for the next stage (Dreyer, 2014:7).