Standard 8: Assessment
Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the pupil.
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the pupil.
Artifact
Reflection
Title of Artifact: Documentation of Assessment
Date Completed: Fall 2012
Description: Every day during my time pre-student teaching, I worked with two students using a program called Leveled Literacy Intervention (LLI). This intervention gave me the opportunity to formally assess the students every other day by doing running records as they read. On the days I didn’t do a running record, I was informally assessing them.
Alignment Reflection
Wisconsin Teacher Standard Alignment
This best aligns with standard eight of the Wisconsin Teacher Development and Licensure Standards. This standard states “The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the pupil.” I was able to formally assess two students through running records, while teaching Leveled Literacy Intervention. This program assesses each student’s reading accuracy, fluency, comprehension, and self-correction rate. The days I didn’t formally evaluate them with running records, I was informally observing them and taking notes. These were brief notes stating anything that the students were having difficulties with. From these formal and informal assessments, I was able to teach based on what they needed to improve on. The night before each lesson, I would look at my formal and informal assessment and determine how I would modify the lesson to help them improve in this area. By continually evaluating them, I could assist each individual in their development.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
This artifact best aligns with KSD4.b. of the UWP School of Education Knowledge, Skill, and Disposition statements which states, “The candidate values, understands, and can maintain accurate records and assessment data including a system for student completion of assignments, information concerning student progress, and a system for non-instructional activities with all record systems reflecting student contributions to their establishment and maintenance.” As a result of doing running records, I can maintain accurate and detailed records. Every week, I would then enter these records into a computer program for Leveled Literacy Intervention. Once the records were entered, the computer would graph and show how each student was progressing. I had to be very organized when keeping the running records, so the students and teachers were able to see how they were improving their reading skills from on the accurate records I kept.
Secondary Alignment:
KSD.1.f.
KSD.3.d.
Personal Reflection
What I learned about teaching/learning from this experience:
I learned that teachers should use assessments to prepare for the next lesson. Teachers must reflect on what the student needs to improve upon and then modify future lessons to fit these needs. Teachers will have to guide the students in the areas where improvement in needed. If the lessons are based appropriately on the students’ assessment, teachers will be able to challenge each student to get better every day.
What I learned about myself as a prospective educator as a result of this experience/artifact:
I learned how to keep accurate documentation of assessment. As a future educator, I will need to keep organized records for each student. I will need to create a systematic way to organize all of the informal and formal assessments. These assessments will be used as documentation, so they will be very important in my classroom. They are also important to show parents where the students are at. If I keep accurate documentation of these assessments, they will be great for student portfolios.
Title of Artifact: Documentation of Assessment
Date Completed: Fall 2012
Description: Every day during my time pre-student teaching, I worked with two students using a program called Leveled Literacy Intervention (LLI). This intervention gave me the opportunity to formally assess the students every other day by doing running records as they read. On the days I didn’t do a running record, I was informally assessing them.
Alignment Reflection
Wisconsin Teacher Standard Alignment
This best aligns with standard eight of the Wisconsin Teacher Development and Licensure Standards. This standard states “The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the pupil.” I was able to formally assess two students through running records, while teaching Leveled Literacy Intervention. This program assesses each student’s reading accuracy, fluency, comprehension, and self-correction rate. The days I didn’t formally evaluate them with running records, I was informally observing them and taking notes. These were brief notes stating anything that the students were having difficulties with. From these formal and informal assessments, I was able to teach based on what they needed to improve on. The night before each lesson, I would look at my formal and informal assessment and determine how I would modify the lesson to help them improve in this area. By continually evaluating them, I could assist each individual in their development.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
This artifact best aligns with KSD4.b. of the UWP School of Education Knowledge, Skill, and Disposition statements which states, “The candidate values, understands, and can maintain accurate records and assessment data including a system for student completion of assignments, information concerning student progress, and a system for non-instructional activities with all record systems reflecting student contributions to their establishment and maintenance.” As a result of doing running records, I can maintain accurate and detailed records. Every week, I would then enter these records into a computer program for Leveled Literacy Intervention. Once the records were entered, the computer would graph and show how each student was progressing. I had to be very organized when keeping the running records, so the students and teachers were able to see how they were improving their reading skills from on the accurate records I kept.
Secondary Alignment:
KSD.1.f.
KSD.3.d.
Personal Reflection
What I learned about teaching/learning from this experience:
I learned that teachers should use assessments to prepare for the next lesson. Teachers must reflect on what the student needs to improve upon and then modify future lessons to fit these needs. Teachers will have to guide the students in the areas where improvement in needed. If the lessons are based appropriately on the students’ assessment, teachers will be able to challenge each student to get better every day.
What I learned about myself as a prospective educator as a result of this experience/artifact:
I learned how to keep accurate documentation of assessment. As a future educator, I will need to keep organized records for each student. I will need to create a systematic way to organize all of the informal and formal assessments. These assessments will be used as documentation, so they will be very important in my classroom. They are also important to show parents where the students are at. If I keep accurate documentation of these assessments, they will be great for student portfolios.
Assessment Records | |
File Size: | 2105 kb |
File Type: | jpg |
Running Record | |
File Size: | 2061 kb |
File Type: | jpg |
Running Record cont. | |
File Size: | 1662 kb |
File Type: | jpg |