Standard 3: Student Assessment

This assessment report, developed for ALEC 300, reflects my ability to evaluate student learning through targeted, data-driven instruction. The assignment involved teaching a specific fact in a two-minute lesson and assessing student retention weekly. While originally designed for this specific context, the report can be adapted for use across various subjects to assess understanding and measure learning outcomes. The report prioritizes validity and reliability, offering an accurate picture of student knowledge and skill development. It details what was assessed, how students demonstrated their understanding, overall performance, observed learning gaps, instructional adjustments between attempts, and collected assessment data. Additionally, it supports data-driven decision making by identifying instructional strengths and areas for growth. This process emphasized reflective practice and instructional improvement. I plan to incorporate this form of assessment—along with other strategies—into my future program to enhance student learning and inform teaching practices. 

This Miter Saw Plan demonstrates my preparedness to integrate student assessment into my CTE program. The plan incorporates both formative and summative assessments to gauge student learning and mastery of key skills. It begins with an overview of basic miter saw safety, followed by a video explanation of the saw’s functionality. Students then engage in a live demonstration in the shop, where they have the opportunity to practice using the saw with individualized, one-on-one instruction to ensure thorough understanding. This hands-on approach allows for continuous assessment of student progress. Additionally, the assessment plan aligns directly with program standards, curriculum objectives, and student learning outcomes, ensuring that instructional goals are met and effectively measured.