Assessment Summary: Why I Make A Good President
Entry 6: Assessment
The teacher understands how to use multiple measures to monitor and assess individual student learning, engage learners in self-assessment, and use data to make decisions.
Summary of Artifacts
The artifacts used are examples and evidence of my dedication to assessing students as well as my instructional strategies to provide greater opportunities for enrichment of the students’ learning experiences.
• Artifact 1, “Persuasive Essay: Why I Would Make a Good President,” is a rubric I created using an online rubrics tool, to assess my 4th-grade students ability to write an effective persuasive essay. It gives specific and measurable feedback of my expectations of their learning objectives and allows them to evaluate areas …show more content…
Equally important, assessment encompasses from understanding whether or not my students are meeting instructional goals specific to my lesson plan or learning goals and targets as defined by the Common Core State Standards for students compared to their peers of a particular grade level. There are two distinctive assessment types which are of most relevance to gauging my effectiveness in the classroom. They are the formative and summative assessments. Formative assessments are informal and part of the ongoing instructional process. Determining if a student understands the concepts and strategies being discussed can be easily assessed with formative assessment. Moreover, they help me to determine if instructional strategies need to be adjusted to help my students meet their learning goals or if further coaching and reteaching is warranted. Thus, formative assessments can be as simple as asking the students what they learned today, making observations, having a student conference or as detailed as a pop-quiz to determine which students might need further coaching and assistance. Whereas, summative assessments are directed at a specific time in which the learning goal is meant to be achieved and are measurable against specific standards and benchmarks generally aligned with point values determining the completion and mastering of a specific target. They usually come at the end of a unit of
The teacher understands how to use multiple measures to monitor and assess individual student learning, engage learners in self-assessment, and use data to make decisions.
Summary of Artifacts
The artifacts used are examples and evidence of my dedication to assessing students as well as my instructional strategies to provide greater opportunities for enrichment of the students’ learning experiences.
• Artifact 1, “Persuasive Essay: Why I Would Make a Good President,” is a rubric I created using an online rubrics tool, to assess my 4th-grade students ability to write an effective persuasive essay. It gives specific and measurable feedback of my expectations of their learning objectives and allows them to evaluate areas …show more content…
Equally important, assessment encompasses from understanding whether or not my students are meeting instructional goals specific to my lesson plan or learning goals and targets as defined by the Common Core State Standards for students compared to their peers of a particular grade level. There are two distinctive assessment types which are of most relevance to gauging my effectiveness in the classroom. They are the formative and summative assessments. Formative assessments are informal and part of the ongoing instructional process. Determining if a student understands the concepts and strategies being discussed can be easily assessed with formative assessment. Moreover, they help me to determine if instructional strategies need to be adjusted to help my students meet their learning goals or if further coaching and reteaching is warranted. Thus, formative assessments can be as simple as asking the students what they learned today, making observations, having a student conference or as detailed as a pop-quiz to determine which students might need further coaching and assistance. Whereas, summative assessments are directed at a specific time in which the learning goal is meant to be achieved and are measurable against specific standards and benchmarks generally aligned with point values determining the completion and mastering of a specific target. They usually come at the end of a unit of