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FEAP# 1-Assessment


The preprofessional teacher collects and uses data gathered from a variety of sources. These sources will include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the student’s instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs.



Artifact A Title: Earth and Space Assessment (SC.E.1.2.2, SC.E.1.2.5, SC.E.2.2.1)
   

                 

Date Completed: 2/19/2010


This artifact was developed as a traditional assessment tool. The primary purpose of it is to provide the students with an opportunity to demonstrate understanding of content. In addition, it is a tool that teachers can use to analyze student progress and as a result, be able to better meet the needs of the students by making the necessary adjustments to the teaching and learning cycle.

The implementation of this assessment tool allows the educator to demonstrate compliance with Florida Educator Accomplished Practice (FEAP) #1 which specifies the development of classroom assessment systems which include pre-assessment activities, and traditional and alternative assessment strategies. In addition this artifact serves as a traditional assessment tool which helps to determine student’s mastery of specified outcomes.

As mentioned above this artifact was developed as a traditional assessment tool. The implementation of it has given me an opportunity to assess the student’s level of understanding of content that was taught during a period of three weeks. More importantly, it has given me an opportunity to get a better picture of the overall teaching and learning experience. As a result I will be able to improve student learning by making the necessary adjustment to my teaching strategies. In addition, I will be able to provide the students with feedback they can use in order to seek improvement. It is important for teachers to always remember that the purpose of assessment is not only to collect information about the student’s performance but rather to use this information to improve the learning environment.

To conclude, I definitely see myself using assessment tools such as this one as a way to reflect on my own teaching strategies. As a result, I will be able to provide my students with a learning  experience tailored to meet their needs.


Artifact B Title: Alternative Assessment Jeopardy Game 
                 

Date Completed: 3/5/2010

This artifact was developed as an alternative or non-traditional assessment tool. The primary purpose of it is to provide the students with an opportunity to demonstrate understanding and knowledge of content. This is accomplished by allowing the students to choose a question from a various science categories. Once the student chooses the category he or she must choose the question to answer based on a point system; the higher the amount of points the question is worth the more challenging the question is. This non-traditional assessment can be used as a tool to analyze student progress and as a result, be able to better meet the needs of the students by making the necessary adjustments to the teaching and learning cycle.

The implementation of this assessment tool allows the educators to demonstrate compliance with Florida Educator Accomplish Practice (FEAP) 1 which specifies the educator must develop classroom assessment systems which include non-traditional or alternative assessment as well as traditional forms of assessment. I believe that the Jeopardy Game is a great alternative to traditional forms of assessment because the students are able to use their own language to demonstrate their mastery of the content being assessed. In addition, this type of assessment can be take place over time; as the students learn new concepts they can be easily added to the game.

Implementing this artifact in the classroom gave me the opportunity to not only assess the students’ knowledge but also to see how effective this type of assessment is. I noticed the students had a level of enthusiasm you don’t often see when using traditional forms of assessment. In addition, the students seem more engaged and relax and were able to answers most of the questions with little hesitation. Based on this experience I feel
it is important to include alternative assessment in all educational plans.






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