The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student 6 growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Test Construction Project
Rationale- Using this form of assessment allowed me to implement the use of technology in the classroom. Using Google Docs to create a quiz assessing ch. 3, students had to login into their personal account via the use of technology to take the quiz. The first 8-questions were multiple-choice style questions which would require the students to have read the set chapter in order to answer correctly. In closing, the final two questions were open-ended answers. The student was able to reflect on the questions and relate them to personal connections. This included an SEL segment by allowing the student to study their emotions to determine a suitable answer to follow-up the question.
Standard Connection-
7J) uses assessment results to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes;
Self-Evaluation-
Below is a direct link to my created constructed test. The standard 7 holds significance because it speaks to the well-being of the student. Providing the tools to help the students grow each school day is a valid way to solidify progress. A teacher must know the level of learning their students need in order to plan accordingly. Monitoring a student's progress over time is the only way to be able to determine if their learning levels have improved or need attention. The test construction project help me look at testing differently through Bloom's cognitive taxonomy due to the style of the questions. The questions required the students to know in depth knowledge that they learned and apply it to scenarios. The majority of my test taker scored average while one got all correct and one struggled with the questions. As a teacher I would reflect on what I can do to help the student who may need additional help. This test construction meets standard 7 by using data to assess progress given the test. This being a mock analysis we only have one set of results but over a period of time a teacher will log an array of scores which will indicate performance over time. Given the data the teacher can make changes to meet any needs their students may need.
Student Teaching Artifact:
There Was A Cold Lady Who Swallowed Some Snow!
Rationale-
Given the population of students in my classroom, all students are working on answering yes/no questions per their IEP. Having moved back to full remote learning, designing lessons were done via recording. Lesson and assignments were uploaded to SeeSaw for students to complete. As we transition into the winter months, I built off student's prior knowledge to connect a winter story to the winter months. The assessment I chose to assign with this lesson was a worksheet consisting of 5 Yes or No style questions. This offered a way to work on student's individual goals while engaging in a reading lesson that they can build a connection to.
Standard Connection-
7B) understands that assessment is a means of evaluating how students learn and what they know and are able to do in order to meet the Illinois Learning Standards;
7J) uses assessment results to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes;
Self-Evaluation-
I was satisfied with my lesson overall. The story provided the right context for my target learners. Creating my assessment that followed the reading offered me decent insight to my learner's comprehension of the story. I am displeased that this lesson was done remotely because there are several other factors that I would have incorporated. In-person instruction allows for a better interaction with students throughout the reading. I would like to have students find key words on their AAC devices to continue the use of their communication device and build connections. I would have built a stronger connection between the book and the season. Being animated and shifting the pitch of tone helped the students understand various levels of emotion. My assessments were submitted via SeeSaw. The student's results varied. It is hard to determine the student's focus on the assignment and that can be addressed in in-person instruction. Reviewing questions that students got wrong could be modeled by reviewing parts of the story and modeling the correct answer that creates an error-free learning environment.