1f: Designing Student Assessments

Good teaching requires both assessment of learning and assessment for learning. Assessments of learning ensure that teachers know that students have learned the intended outcomes. These assessments must be designed in such a manner that they provide evidence of the full range of learning outcomes; that is, the methods needed to assess reasoning skills are different from those for factual knowledge. Furthermore, such assessments may need to be adapted to the particular needs of individual students; an ESL student, for example, may need an alternative method of assessment to allow demonstration of understanding. Assessment for learning enables a teacher to incorporate assessments directly into the instructional process and to modify or adapt instruction as needed to ensure student understanding. Such assessments, although used during instruction, must be designed as part of the planning process. These formative assessment strategies are ongoing and may be used by both teachers and students to monitor progress toward understanding the learning outcomes.

Danielson, C., 2013

Artifact 1f-1

Wemberly Worries Lesson Plan .pdf

Wemberly Worries

This lesson plan demonstrates my ability to create assessments for learning. Within this lesson there is both a formative and summative assessment plan that was designed specifically for this lesson. One of the objectives for this lesson was for students to know how to make connections to the test and compare and contrast characters from the book, Wemberly Worries. The formative assessments were administered to the students throughout the lesson in order to determine if they were truly grasping what was meant by comparing and contrasting. For example, a formative assessment that was built into the lesson plan was, “How are Wembrely and her grandmother alike and different?” Students were asked to think about this on their own (silently) for a period of time and then we discussed it as a class. Based off of student’s individual responses and their whole class response, I was able to determine if students were truly grasping the concept and adjust as needed. Once we had moved through the formative assessments, I administered the summative assessment. The summative assessment consisted of the students writing at least four sentences to compare themselves to Wemberly. Once students completed the assessment, I was able to determine if students had met the learning outcomes.

Artifact 1f-2

CORE Phonological Segmentation (1).pdf

CORE Phonological Assessment

Phonological Awareness Assessment Report .pdf

Assessment Report

While this artifact does not illustrate an example of me creating a student assessment, it does demonstrate my ability to administer an assessment, make meaning of the assessment results, and design an action plan to support the student in his learning based on the results of the assessment. This form of assessment would be qualified as an assessment of learning. Meaning that, this assessment was used to determine what objectives the student is meeting, what additional support he will need, etc. Additionally, this assessment could be given at multiple points throughout the semester to determine growth and the assessment report would be adjusted to accurately reflect the growth gained. In my future classroom, I would ideally use a mixture of assessments that I design and proven assessments to monitor my students’ progress throughout my time with them.

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