The Ways Of Assessment Are Important For Teachers Of First And Second Graders

The assessment process in the classroom can be completed in several different ways, but they are effective in helping children. Some steps may include observations, testing, and evaluations. These assessments can help the caregivers provide the children with the best care possible and available for them. These observations and test may be completed from several sources and situations to ensure the test are accurate.

There will be formative assessments on student’s participation, progress, and effort during the lesson. For instance, in the individual handout sheet, student’s ideas and thoughts on each question will be assessed, and the differences of the responses between the Bellringer and the exit slip will also be evaluated as well. The Bellringer can be examined as a pretest that teachers can use for determining what students already know (Woolfolk, 2015, p. 571). The summative assessments will be held mainly on students’ English language development in order to examine the level of accomplishment students gained (p. 571). For native speaking students, teachers will examine the quality of student’s response on the homework assignment sheet and the usage of tone, diction, and literary devices in building arguments on the critical response. Also, student’s reflection on fellow students’ contribution regarding the argument construction and the racism will be examined as well.

The purpose of this paper is to explain the rationale regarding instruction and decision making, analysis of student learning, and reflection of personal performance within the literacy assessment and instruction analysis project. The project entails five lessons administered to a student to provide help with writing, and ultimately, to help the child improve in his or her writing skills. This document includes background information, goals, assessment results, instructional plans, and a personal reflection piece. This project aims to provide best practices and explicit instruction to a student in the subject of writing, ultimately hoping to bring the child to a higher writing level by

Literacy assessment results can and should be transmitted to students and parents in ways that foster literacy growth and help make students successful learners. Parris, Fisher, and Headley (2009) state that assessment practices signal to everyone what counts in the classroom (p. 117). Parris, Fisher, and Headley (2009) describe “two different types of learning assessment: assessment of (summative) and assessment for (formative)” (p. 117). The purpose of Assessment of Learning (AoL), according to Parris, Fisher, and Headley (2009), is reporting out, summative assessment, and measuring learning for parents and the public (p. 118). Likewise, Parris, Fisher, and Headley (2009) declare the purpose of Assessment for Learning (AfL) is guiding instruction,

Classroom assessment practices are instrumental in preparing students to become autonomous, critical thinkers (Green & Johnson, 2010), and this portfolio documents my personal growth and development (Kuh et al., 2001) in the content area of classroom assessment. Unfortunately, I have been utilizing assessments to pass judgment on my students and only focusing my attention on the students who I believe have the intellectual ability to succeed in the STEM field. However, I am, now, enlightened on the practice of using assessments as an avenue to promote mastery goals for my students, and I am prepared to implement these new discoveries into my courses. Thus, as I reflect on my collection of artifacts and reflections in this portfolio, I discuss

Throughout this process, I discovered that each student should have clear individual goals that are communicated to them through feedback on both formal and informal assignments. Providing students with choice in texts can encourage students to engage in reading texts that relate to their lives, beliefs, and values. When students need help with key skills, such as grammar or identifying evidence from the text, additional practice (i.e.: with the computer program NoRedInk) and graphic organizers can help students develop skills, practice, and apply learning to their reading and writing experiences. Frequent formative assessments help me to understand students’ skill levels with comprehension, writing, and synthesis of ideas and also allow me to track student progress. Formative assessments also allow me to provide students with feedback and communicate whether

In “An Effective Framework for Primary-Grade Guided Writing Instruction”, it discusses what guided writing is and how it can help students in their writing abilities. Guided writing is a small group of students who share similar needs in their writing abilities that are receiving instruction from the teacher together. This article discusses the steps in this framework and how teachers can help scaffold their students learning. There are four steps to this framework; “brief, shared experience, discussion of strategic behavior of writing, students’ time to write individually with immediate guidance from the teacher, and connecting students’ immediate writing to an audience.” (Gibson,2008,325) During this framework, the teachers should always

Observations give us a way to assess rapid changes in the literacy learning process of a young children. During observations and student-teacher conference, we are able to watch a child's behavior as he works on text, how he attends to search for information, and notice how students solve problems. It is necessary to know much more about the learner (the child), such as, emerging understandings of print concepts, reading and writing vocabulary, hearing and recording sounds, and words decoding, recognition and comprehension of text. Additionally, running records assessment can be used to see how a child works at reading directions, how is the child getting meaning from the text, and the usage of language structures to support reading. Also, these assessments can be used in a formative manner to help us guide our understanding of the reader performance and develop new instruction, or summative manner to provide us with evidence about students level of performance, did or didn't the students meet the learning goal and what strategies are we going to develop to support the students to achieve their goal. As state in Gambrell & Morrow pg 319 "reading assessments must reflect a series of balance that produce information that it is useful to different audiences, designed for their different purposes" I feel that with the right support driven by the assessments, children will enjoy learning to read and write

Students writing can be assessed on five factors in their product. Content, syntax, fluency, vocabulary and punctuation of the text. Writing samples should be evaluated according to the purpose and genre of the writing. After that during the treatment, teachers use two kinds of contextual scaffoldings to teach to students how to write more fluent and accurate. 30 students will be reached the modeling scaffolds and 30 students will be instructing by hints or cues. The classroom pre and post treatment samples will identify the positive and negative points in instructional system and shows students weaknesses and strengths. These factors identify the effectiveness of the contextual scaffoldings and instructional tasks or activities. They help to teachers for giving feedback to students and monitoring the students and their performances in the class. As a result these factors can report the progression of the process of learning to the teacher. Writing samples will be administered two times by two groups of students as a pretest and

In the traditional function of education, assessments are utilized as a form of judgment, which leads to sorting and producing performance goals for students (Green & Johnson, 2010). Unfortunately, in my current position as a science, technology, engineering, and mathematics (STEM) instructor at a technical college, I have followed this path in my classroom. STEM curricula are known for being rigorous and challenging, and students have expressed feelings of being overwhelmed by the conceptual difficulties in the curriculum (Koenig, Schen, Edwards, & Bao, 2012). Unfortunately, having experienced the rigor and challenges of the STEM disciplines during my undergraduate years and through my work experience, my assessment practices tend to decide who I believe can “make it” in the STEM field. Consequently, by using my judgment in separating the non-achievers from the achievers in my classroom, I am, in fact, harming my students, because I am not assisting all of them in reaching their potential in the STEM field (Green & Johnson, 2010). Thus, I acknowledge and must address this ethical issue within my classroom.

After observing a 7th grade classroom, I have seen our class objectives being used in the classroom. I saw how a teacher uses assessment to check her students understanding and adjust instruction to meet the needs of the students. I saw different forms of assessment of formative assessment. I saw observations, the use of questioning, worksheets, and homework. The teacher reviewed material and retaught material that students had trouble understanding.

The authors stress that “classroom assessments should represent the multimodal ways students engage in literacy activity both in and out of school” (Risko and Walker-Dalhouse, 2010, p. 421). They mention these multimodal ways by using technology as an example. Students were require to create an activity using technology while the teacher assessed the students by observing and using a rubric. The article also mentions that multimodal assessments are extremely important when assessing English Language Learners, or ELLs (Risko and Walker-Dalhouse, 2010, p. 421). By using multimodal assessments on ELLs, they are able to use other methods, other than writing, to show educators they understand the topic. While classroom-based assessments can work, it “relies on the teacher’s ability to design assessments based on instructional goals, systematic and frequent gathering of data, and direct applications to instructional adjustments when necessary” (Risko and Walker-Dalhouse, 2010, p. 422). Teachers need to have the ability to adjust their instruction and assessment to better meet the students’ needs. Also, teachers need to adjust the assessments in order for students to show what skills they have accomplished and what needs some improvement (Risko and Walker-Dalhouse, 2010, p.

Teaching my student reading I notice that it is a complex topic of the text, and their knowledge of their culture to construct meaning with text. I stated in one of the district often several professional learning development doing summer to improve and inform teacher about how assessment the students. There is new instant data for informal and formal assessment called illumination. We are able to assess the students and reteach the material within second of teaching the information. I will continue to implement this development can help the student with organizing, motivating, and guiding the support aids for students in classrooms.

The trainer demonstrates the preference assessments, now he does it along with mom, then Mom does it alone immediate corrective feedback, on how well she did or how she could improve on her present level is told via the video conference.

Assessment processes are an essential part of everyday classroom practice and involve both teachers and learners in reflection, dialogue and decision making. Teachers require the professional knowledge and skills to: plan for assessment; observe learning; give feedback to learners and support learners in self-assessment. A review by peers is very