Assessment
InTASC Standard 6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
INTRODUCTION
Diagnostic, formative, and summative assessments are useful tools for gauging student understanding and improving teacher instruction. There exists a cyclical and constant relationship between lesson planning, implementation, assessment, and data evaluation. I assess students regularly and consistently, with daily assessments, mid-unit assessments, unit assessments, and year-long assessments. Since each of my students learn uniquely, I use various assessment strategies. My students engage in visual, auditory, and tactile assessments with both traditionally and creatively-formatted questions and prompts.
When assessments are aligned to standards, the assessment data will indicate which standards have been fully mastered, partially mastered, or not mastered. Future lesson plans can be strengthened by increasing rigor and interdisciplinary connections on mastered standards, reviewing partially mastered standards, and re-teaching not mastered standards using new strategies. In addition, assessment data provides mastery information by class period, ability, gender, and grade level. My classroom is a place where all students can and will learn, so assessments help me choose students for small group interventions, material differentiation, and after-school tutoring.
Please click on an image below to view how various assessment methods and strategies are used in my classroom.
Diagnostic, formative, and summative assessments are useful tools for gauging student understanding and improving teacher instruction. There exists a cyclical and constant relationship between lesson planning, implementation, assessment, and data evaluation. I assess students regularly and consistently, with daily assessments, mid-unit assessments, unit assessments, and year-long assessments. Since each of my students learn uniquely, I use various assessment strategies. My students engage in visual, auditory, and tactile assessments with both traditionally and creatively-formatted questions and prompts.
When assessments are aligned to standards, the assessment data will indicate which standards have been fully mastered, partially mastered, or not mastered. Future lesson plans can be strengthened by increasing rigor and interdisciplinary connections on mastered standards, reviewing partially mastered standards, and re-teaching not mastered standards using new strategies. In addition, assessment data provides mastery information by class period, ability, gender, and grade level. My classroom is a place where all students can and will learn, so assessments help me choose students for small group interventions, material differentiation, and after-school tutoring.
Please click on an image below to view how various assessment methods and strategies are used in my classroom.
Algebra II Mastery |
Year-long Assessments |
Student Engagement |
CONCLUSION
For 10th and 11th graders, college readiness is a common theme in the classroom. One of my main academic goals is to help my students gain 3 points on the ACT exam over the course of the year. Therefore, all my lessons are aligned to the College and Career Readiness Standards (CCRS) used by the ACT assessment. In addition, my students and I assess progress daily through assessments and mastery tracking. In order to take ownership of learning, my students set their own academic and behavioral goals, and track their mastery. Assessments provide both quantitative and qualitative feedback to the effectiveness of my instructional strategies and student learning.
For 10th and 11th graders, college readiness is a common theme in the classroom. One of my main academic goals is to help my students gain 3 points on the ACT exam over the course of the year. Therefore, all my lessons are aligned to the College and Career Readiness Standards (CCRS) used by the ACT assessment. In addition, my students and I assess progress daily through assessments and mastery tracking. In order to take ownership of learning, my students set their own academic and behavioral goals, and track their mastery. Assessments provide both quantitative and qualitative feedback to the effectiveness of my instructional strategies and student learning.
