Tamara Hogan Course: SPED 4312 Assignment: Knowledge of Assessment Date: 12-1-11 Assessment Informal assessment is used to detect students? educational level. Examiners document their progress in search for instructional teaching. The informal techniques are to examine students learning behavior by giving them assessments on comprehension, writing, and math computation. The assessment unlike norm-reference test is normally design by the teachers. It has no test introduction. Teachers assess by observing students strategies and strength and weak areas. Teachers normally use informal assessment to assess comprehension, writing, and math computation. In my field experience observation at Lanier Elementary school, I had to create …show more content…
I coached and gave curriculum-base assessments and observation assessments throughout the activities, because each activity was at a higher level and I had to make sure they were ready for the next activity, considering time limit. Example of activity 1, I wanted to give the students an activity that consisted of new learning so I could assess problem-solving by using scheme, adaptation assimilation, accommodation, and equilibration skill. The activity consists of reading a pie diagram, fraction of a whole and relating it to real live situation (paying monthly bills). They responded to three questions that related to the whole pie. I put a whole pie on the board and labeled it $100. I then put two-half of a pie on the board and labeled them $50. Then I put four equal pieces on the board and labeled them $25. I explained $100 is a whole. Counted the two pieces of pie and explained two $50 add up to $100. I then told the students we are going to pretend the pie and pieces of pie is money and you are going to pay bills with it. I drew pictures on index cards. A house was labeled $100 etc., groceries labeled $50 etc., light bulb for light bill labeled $25 etc. and gas bill labeled $25 etc. There were many bills to choose from and the bills mention is the example student chose. Students took turns paying bills to spend a $100. They could not go spend below or above a $100. If …show more content…
The Wechsler Individual Achievement test (WIAT) is a norm-reference test, and it is used to see if students are below or above grade level. It tests word reading, sentence comprehension, spelling and math computation. The norm-test is done in classroom or group setting. Many have complaint about testing learning disability students in this type of setting, because their disability could be part of academic performance around other
Moreover, I learned the act of administering an assessment of this nature in a one-on-one setting. As a future teacher, I will need to assess my students informally, formally, and quite frequently. This particular assessment was great practice. Something to consider is completing running records in a
After taking the Personal Survey of Assessment Literacy, I learned a lot about myself and what I do know about assessments, and what I don’t. This survey allowed me to reflect on the process that I take to plan, develop, and administer tests in my class and what I need to do with the results. When I went through the criteria of all of the topics in the survey, I honestly did not know what the survey was talking about or what it meant. This was really concerning to me because I like to think that I do a pretty good job when it comes to instruction of my class and how I assess their knowledge of the material. I learned from this survey that there are a lot of things I do well during assessments and that there is still a lot that I need to learn to be an effective classroom leader. After scoring the survey, I noticed that I scored myself the highest in the section of During Test Administration with a perfect average score of 5 and scored an average of 4 in the section After Testing. The two lowest sections I scored in where in the General Considerations with an average score of 3.3 and in the section of Prior to Test Design with a score of 3.5.
One of the informal assessments I used was a performance task. I gave each student a handout with a lady bug and a separate handout with tens and ones. Each student has to make their own two-digit number using the tens and ones handout. On the bottom they have to write how many spots their ladybug has in total, how many tens their ladybug has, and how many ones their ladybug has. When they were finished they have to compare their ladybug with their table partner. Next, I gave them a large sheet of construction paper and both partners have to glue their ladybugs together. Once that was finished they have to write their sentence using greater than, less than, or equal to (academic vocabulary). This informal assessment is aligned with content-specific
The 1997-updated law under the Individuals with Disabilities Education Act (IDEA) affected assessment techniques for students with disabilities. This law requires students with disabilities participate in the general education curriculum to the extent possible. The recent trend towards inclusion has forced educators to develop ways to assess special needs students working in the general education classroom. Brain research tells us that students have different learning styles; therefore, we should have alternative grading methods to meet the needs of students with learning disabilities.
Assessment is defined in the Merriam – Webster Dictionary as “the act of making a judgement about something” and thus connotes a worthwhile activity based on sound, careful thought. In Education, assessment has been variously defined as “any systematic method for obtaining information from tests and other sources, used to draw inferences about characteristics of people, objects or programs” (AERA, APA, & NCME, 1999, p.172); “any purported and formal action to obtain information about the competence and performance of a candidate’ (Schuwirth & van der Vleuten, 2014. p.243). Generally, assessment has three purposes. First, to determine what students do and do not know,
Once I decided on what kind of assessment I wanted to use, I then wrote out how I would administer each piece and created the necessary worksheets to go along with them. I tried to incorporate multiple forms of assessment – the structure of worksheets, the freedom of journals, and discussion to talk through thoughts and issues – to provide students with numerous methods of expressing themselves and multiple opportunities to create connections with the material. I also made an effort to give students the chance to work in small groups, as a whole class, and independently so they could support each other’s learning to help make meaning from the content then put it into practice on their own.
Davis, D. (2008). Informal Assessments, and how I use them in my classroom. Retrieved from Web 24 July 2012. http://www.teachingcollegeenglish.com/2008/10/08/informal-assessments-and-how-i-use-them-in-my-classroom/.
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
...properly do this. Depending on what the lesson was, will depend on which method you would use. There are some objectives you want to look at when deciding on the test procedures and material. First you want to make sure that the intent is specific. You want to make sure that the action you want accomplished is well understood. Then you want to make the outcome measurable. You want to make sure you can properly grade the results on quality and quantity. You will also want to make sure that the assessment is achievable. Is it reasonable to finish with the specified amount of time given? Next is, is it realistic to accomplish. Is the assessment a realistic goal that the student can accomplish with the information he/she was taught? Another factor you will want to look at is the time you give to accomplish the task. Is the evaluation a fixed time or is it opened ended?
The paper will justify the use of a needs assessment of a company’s proposed employee customer service training of existing problems, understanding its extent, when service is provided it help to recognize any gaps, based on the assessment from potential employee’s individual needs of any existing performance deficiencies. Next, the paper will elaborate on a training implementation plan and a method of training for customer service, my preferences would show on-the-job training or just the same a presentation. Then, it will justify why I selected the training method that I did. In addition, propose two (2) ways to motivate an employee who has no interest in attending a training class. Finally, this paper would provide a survey that would collect feedback from the employees who attend the training.
According to Grevells (2012), assessment should be planned for and carried out on an individual basis. Assessment planning should be a two-way process (Shannon & Wavers, 1949) between me and my learners. I plan what I am going to do and learners need to know what is expected from them. If my learners are all working towards the same assignment or an assessment strategy, I agree on target dates or criteria for completion and discuss any specific requirements my learners may have. The Principles of assessments are consistent, accessibility, detailed, earned and transparent. Think about these theories and principles of assessment I designed my assessment strategies. For example, in my teaching practice I use assessment strategies resembling to
Assessments in the classroom are ongoing. Assessments are important for teaching in the classroom and for assisting in continuing the learning process of the students. Three purposes of assessment are to measure the amount of information a student has learned and retained, identify a students’ learning needs in and outside the classroom, and gather evidence to help increase learning for the students.
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
Some of the formative assessments I used included asking students questions and observing how they were working and discussing the information needed for their videos with their partner. Other forms of formative assessments included providing feedback and generating whole group discussions. I found myself using observations and feedback more frequently throughout my lesson. As I walked around the classroom, I noticed the students
Through the implementation of my lesson, I learned I have to work on the assessment and the details of lesson planning. During the planning of this lesson, the assessment was an aspect that needed more thought. The students had a problem with reading the words for the word sort and understanding the writing section. If I were to reteach the lesson I would add pictures to the words on the word sort to help the students to read and understand the words. In addition, I would include a sentence strip for the assessment that the students could copy but then finish the sentence on their own. The writing prompt was too hard for the students, I received various answers some students copied the prompt only while other students understood it and wrote appropriate answers.