Student Learning Assessment

The following three words were words which I didn’t know the complete meaning of, however the context clues helped me understand

I am a strong believer that one test defines a students. Therefore, variety is key when assessing students. When using formative assessment I use student reflections, journal entries, exit cards in addition to non verbal communication such as thumbs up or down. I also make anadotal notes on students to help assess the overall learning journey of the student. When using summative assessments, I use district assessments, state assessments, portfolios, short answer, multiple choice, and student based projects. In all forms of assessments, students are provided the appropriate accommodations. My learning goal for assessing students is to have a valid assessment that demonstrate the student’s understanding of the specific skill. It is crucial that I understand the purpose of the assessments and the content that is being taught, therefore, I often start instruction with the assessment piece in

When reading, readers will use their background knowledge and their knowledge of language in order to predict and infer what they are reading.

Encourage students to think back to this lesson when they are reading text. “If you come across one of these words or a new word that you do not know, use the sentence or sentences around the word to figure out the meaning.”

Assessment is a process through which we gauge a learners level and progression, ensuring learning is taking place and the learner is developing their skills and knowledge. Susan Wallace recognises the importance of assessment as more than a means of determining learner achievement but also “as an indicator of the quality of learning.” (2007: 119) discussing the need for ‘ongoing assessment’ to evaluate how receptive learners are to the lessons.

e. Assessment: Describe how you will assess student learning of the lesson objective based on the age/grade/ and needs documented.

Assessment as learning for students will occur mainly in their interactions with other students. As students listen to what their peers are saying, they will learn new ideas. This engagement and participation will be good learning experiences that the students have throughout this unit. Students can use personal knowledge to construct meaning and monitor what they don’t understand something. Student’s routines reflect their work and I can make judgments about what they have already read. Student will use rubric to assess their journal. The student

spell the words, and read, in a slow and imperfect way, but still so as to understand a

Reading is a process that involves word recognition, comprehension, and fluency. All three areas must function together in order for the reader to make sense of what he is reading. This is a skill that we continue to learn and work on for life. Learning how to read does not stop with the end of

Assessment: Worksheet data will be used to see if Maylee could identify the main ideas and the details of the passages by highlighting them and putting the information in the spider maps.

Explain to the students that they are going to create their favorite foods by using construction paper.

After the midpoint reflection, most of the work Soany and we did was focused on comprehension questions and pronunciation. We created a new assessment tool that supports her emerging literacy. We call it the learning log, and it covers what we are reading, what she learned today, new words and their meaning, and what happened in the story. This way, it covers the skills she has a satisfactory grasp on, and it scaffolds her new learning and understanding of complex texts.

There are many confusing words in the English language. Perhaps it’s the history behind the word that makes it confusing and so interesting. Also, how does a word gain its meaning? What’s happening today can change how a word is seen. Topics like this are perceived in various manners. Words like androgyny have a very interesting past, present and future.

That being said, comprehension is not just understanding the singular words that are being read, but being able to put them together, along with activating previous knowledge, make sense and develop meaning to the text. Essentially, when a reader is immersed and engaged in text, they are actively developing meaning to the text while formulating questions that may later be answered by the text itself.

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).