The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student 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.
Rationale:
This is a test that I made along on April 19, 2021. This test was distributed to 20 adults, and the analysis here was done on April 25, 2021. This is in accordance with IPTS Standard 7 as an indication of my performance.
IPTS 7M states that the competent teacher, "maintains useful and accurate records of student work and performance." I believe that this test satisfies this in that each student who took the test was accounted for statistically and individually in a way that not only documents their performance but also in a manner that in effective for review and analysis at the individual level. These things can be seen in the statistics in the charts of the analysis that are meant to see how each student did as an individual and how much they deviated from the average score among the class. IPTS 7J states that the competent teacher, "uses assessment results to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance leaning outcomes." My whole idea in the written analysis was to address this core element that makes sense of the numbers. I addressed the average student performance to see how well the class knew each concept covered and identified areas of solidified knowledge and areas in which improvement was needed. I then went on to address two key students to see how they were did and pondered next steps to teach them better and ideas on how to implement those steps. Lastly, I think that this assessment satisfies IPTS 7O which states that the competent teacher, "effectively uses appropriate technologies to conduct assessments, monitor performance, and assess student progress." This assessment shows proficiency in online test-making, scoring, and analyzing. The assessment was able to be easily distributed through Google Forms which is a current and widely used means of assessing student performance. This assessment also allowed for a simple means to monitor student performance through online scoring and through a transfer of data for statistical analysis in Microsoft Word.
I was so excited with the completion and analysis of this as I felt growth. Assessment is a key part of teaching, and it is very underrated and misused in the education system. Therefore, this assessment was a true eye-opener for me, especially when I was able to notice specific areas that needed improvement on my and the students' end along with areas in which the students had a firm grasp of concepts. When I was in school, I was a great test-taker who could use context clues and test-taking strategies to ace tests that were on content that I did not really know. This assessment helped me to seek ways to circumvent such methods in an attempt to effectively use an assessment as a learning tool that promotes higher-order thinking instead of a rote test that discourages students and causes bad habits and lower-order thinking to thrive.