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An essential responsibility of professional educators is keeping accurate records of both instructional and noninstructional events. These include student completion of assignments, student progress in learning, and noninstructional activities that are part of the day-to-day functions in a school setting, such as the return of signed permission slips for a field trip and money for school pictures. Proficiency in this component is vital because these records inform interactions with students and parents and allow teachers to monitor learning and adjust instruction accordingly. The methods of keeping records vary as much as the type of information being recorded. For example, teachers may keep records of formal assessments electronically, using spreadsheets and databases, which allow for item analysis and individualized instruction. A less formal means of keeping track of student progress may include anecdotal notes that are kept in student folders.
(Danielson, C. 2013)
Artifact 4b-1
Artifact 4b-1
During my Literacy Practicum, I was asked to take a pre-assessment test and post assessment of the students I was working with and their progression in the class. My instruction was focusing on comprehension in reading with the students. As we read with them, we participated in many comprehension strategies to understand the text. I administered an Informal Reading Inventory with these students to find their reading level, after which, I administered a MAZE assessment on their comprehension level. This test was administered both before instruction and after instruction. With the test results, I was able to alter instruction and afterwards, compare the students' progress. I made connections to student progress to personality and home/ school life. These results are analyzed and compared in my Assessment Report of these students.
Artifact 4b-2
Artifact 4b-2
One example of maintaining accurate records is keeping assessment records of students. To the left is an evaluation of students' writing records. Since this is a record of the students in my Senior Practicum class, whom are receiving instruction right now, they have only achieved their pre-assessment writing test, not their post-assessment writing test. This sheet has a record of each of the students writing test and what they achieved in each category. This aids with instruction and tells me where students need more practice and where they could improve. Accurate records helps us maintain knowledge of what to teach to our class and what we know about our students.
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