Unit 2: Evaluating Student Performance

Project Description

Overview   

Assessments are essential for growth and should be ongoing. As you teach, you must evaluate students to give them effective feedback. You may also need to adjust your lessons and teaching to accommodate different needs in the classroom. Once you have examined student data and identified specific areas of need, progress monitoring is an excellent way to assess your students continually.  Progress monitoring allows you to see where students progress and where they may need intervention or additional support. If students fail to progress, it is wise to seek assistance to ensure they receive the support they need to succeed. 

Learning objectives(s)

• Candidates examine how to monitor students' progress to assess for growth and identify additional student needs. 

• Candidates examine student data, including formal and informal assessments and norm and criterion-referenced assessment data, and identify student needs.

What will you do?

1. In the Virtual Class,

   • discuss any experience you have had with progress monitoring.  Discuss the successes as well as challenges that you have faced. 

   • brainstorm what data you might want to collect during clinical practice 

   • meet in small groups based on the grade level you teach. Choose the case study in the Activity Resources closest to your grade level. Read the case study and examine the student data. You will examine data from formal and informal assessments and norm— and criterion-referenced assessments.

2. Independently,

   • Complete the Progress Monitoring and Remediation Plan template provided in the resources. Based on the data, list the student needs you have identified and develop a plan to monitor the student's progress to identify growth in the student’s three current areas of need.    

Candidate assignment

• Progress Monitoring and Remediation Plan

Content specific methods requirements

Method Subject: English as a Second Language

As per your certification area, while completing this activity, assume your case study student in an ELL and address the following:  

• For each need, include appropriate formal and informal assessments you will use to track student progress, including norm-referenced and criterion-referenced tests as appropriate.  

• Add a brief reflection at the bottom of the document that explains your analysis of the data presented in the case study and provides a clear connection with the instructional choices you made for the student. In your reflection, discuss why specific assessments were chosen for the case study student based on language needs or content demands.

Project Description

Overview   

Regardless of the grade or subject you teach, you must know how to monitor and assess fluency components. Fluency is required for students to comprehend the material they are reading. You can monitor accuracy, rate, and prosody in your classroom. Utilizing a parallel rubric can clearly define expectations. Students can use rubrics for self-monitoring, and teachers can use rubrics to give corrective feedback. 

Learning objective(s)

• Candidates create a parallel rubric to assess components of fluency.

• Candidates reflect upon how to give corrective feedback based on a parallel rubric. 

What will you do?

1. During the Virtual Class,  

   • discuss the importance of parallel language in rubric creation.  Allow the following questions to guide your discussion:

     • What is parallel language, and how does it apply to rubric writing?

     • How do you select the most relevant rubric criterion?

     • How can you ensure that your rubric assesses the quality of the student's work?

     • How can you ensure that your students know what is expected of them?

     • How would you train students to self-monitor using a parallel rubric?

2. Independently,

   • Create an age-appropriate rubric focusing on accuracy, rate, and prosody that can be used as a tool for learning. Be sure to list the grade and subject area the rubric is for at the top of the rubric. Consider how students can use this rubric for self-evaluation, and you can use the rubric to give corrective feedback, which will enable students to work on specific components of fluency intentionally. Include content and skills, and be sure the rubric allows for goal-setting and growth. Consider using one of the rubric makers or tools listed in the Activity Resources.

   • Submit the rubric along with a brief reflection (1-2 paragraphs or 1-2 minutes) focusing on how utilizing a rubric can assist you in giving corrective feedback to students. 

Candidate assignments

• Grade and Subject Appropriate Parallel Rubric focused on Components of Literacy.

• Reflection

Note: All assignment descriptions are written for Proficient. You should carefully examine the criteria for an Outstanding score if you want to aim for Outstanding.