Assessment

Artifact Description: This paper was written for EDUC 312: Middle Grades Literacy, a course at Trinity Christian College. The paper explores three assessment tools that can be used in a Spanish classroom to evaluate student learning. The assessment tools discussed include Miscue Analysis for assessing fluency, Retelling for comprehension, and Think Alouds for strategic knowledge. Each tool is explained in detail, with an emphasis on how it can be used to evaluate learning in Spanish.

IPTS Connection: This paper demonstrates that I "understand how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction" (7E) and that I "appropriately use a variety of formal and informal assessments to evaluate the understanding, progress, and performance of an individual student and the class as a whole" (7K). The paper shows this through the discussion of different assessment methods, including Miscue Analysis, Retelling, and Think Alouds, each designed to assess specific aspects of reading and comprehension.

What I Learned: Through this paper, I learned the importance of using a variety of assessment tools to evaluate student learning effectively. I realized that selecting the right assessment strategies is crucial for understanding student progress and determining learning needs. The paper helped me understand that different types of assessments, such as Miscue Analysis for fluency, Retelling for comprehension, and Think Alouds for strategic knowledge, provide valuable insights into student performance. I also learned that these assessments can be used to inform instructional decisions, allowing me to adjust my teaching practices to meet the diverse needs of my students.

Artifact Description: This speaking assessment was created for my Spanish 2 classes during my my student teaching placement at Lincoln-Way East High School, to evaluate students' conversational skills and vocabulary in a creative role-playing scenario. Students worked in groups of 2-3 to simulate a visit to the nurse's office, where each patient explains their injury or illness and the nurse offers advice or treatment. The checklist provides guidelines for assigning roles, determining injuries/illnesses, and preparing the skit. This assessment encourages students to engage in conversation and demonstrate their Spanish language skills in a realistic context.

IPTS Connection: This skit assessment demonstrates that I "appropriately use a variety of formal and informal assessments to evaluate the understanding, progress, and performance of an individual student and the class as a whole" (7K). By engaging in this role-playing activity, students show their Spanish language proficiency, their ability to work collaboratively, and their understanding of medical vocabulary and expressions. This informal assessment offers a unique opportunity to assess students' conversational abilities and creativity in a dynamic and engaging setting.

What I Learned: Through implementing this medical skit assessment, I learned the value of informal assessments in evaluating language skills and student interaction. The group-based skit allowed students to practice Spanish in a conversational context, fostering teamwork and creativity, and it demonstrated each student's ability to communicate effectively in Spanish and their progress in learning the language.

Artifact Description: This speaking assessment was created for my Spanish 2 classes during my my student teaching placement at Lincoln-Way East High School, where students were tasked with delivering a presentation comparing their childhood selves with their present selves. They were asked to find a childhood photo and recreate it to show changes over time. During the presentation, they drew comparisons across various aspects, such as personality, physical appearance, and hobbies. This presentation is designed to help students reflect on their personal growth and use a range of vocabulary while practicing speaking skills.

IPTS Connection: This assessment demonstrates that I "involve students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning" (7L). By encouraging students to reflect on their own development and articulate those changes in a presentation, this assessment promotes self-awareness and student engagement.

What I Learned: Through designing this speaking assessment, I learned the importance of involving students in activities that require self-reflection. The comparison between past and present helps students understand their own growth and allows them to use a variety of vocabulary to express themselves in Spanish. This approach can inspire students to take an active role in their language learning, developing both linguistic and self-assessment skills.