Assessment Practices in Classroom - Dissertation Example

Discussion 2 Wilson Lisca Q What types of assessment practices have you observed in rooms? In rooms, teachers carry out different forms of assessment. There are two distinct types of assessments. The first one is summative while the other is formative. Educators use summative assessments to gauge whether the students are learning relatively to the said content standards. Examples of such assessments that I have noticed in class are the end of term exams and the end of chapter tests. Formative assessment on the other end is instrumental in classroom practice that contributes to teaching while the students continue to learning. An example of such is the group and personal presentation that the students do time to time. The educator can identify the areas that the students have understood while the same time contributes to an area that he feels needs more understanding (Garrison & Ehringhaus, 2015). Another key distinction between formative assessments from the latter is the participation of the students. Formative assessment can only be achieved with the involvement of students in the discussion. Q.2 Did the teacher assistant help with the assessment? If so, in what ways? The teacher assistant helped with the assessment especially during the discussion in classes. As the students presented their findings in the presentation, the teacher assistant pointed out the areas that did not have enough research. He gave his opinion on such areas and highlighted further discussions that would have helped in the presentation. The teacher assistant gave descriptive feedback to the students as learning was taking place. Through the feedback, the teacher could give students an explanation of what they do properly and give them an idea of reaching the next level of understanding and learning. It is important to note that the most critical tool that teachers can use to assist students is descriptive feedback. Other methods of assessments that were observable were teachers making after chapter tests and end semester exams. Q. 1. Go online and find one probe in a basic content area of interest. Q. 2. Provide the link and citation in this part of your discussion post. Using a Probe in Assessment. Here is an example of a probe developed by Dee Deno with consultation and assistance from Mary Pickart, Doug Martson, Pam Geatz and Ann Casey. Onset Phoneme Identification and Phoneme Segmentation PROBE 1 Student name: ……………………… Date: ………………… 1. D a t e (3) …………….. 10. L o g (3) …………… 2. R u g (3)……………… 11. F a m e (3)………… 3. C o a t (3)…………… 12. S o b (3) ………….. 4. A d d (3)………........ 13. G a s (3)………….. 5. F i s h (3)………….. 14. H o m e (3) …………. 6. P a l (3)………….. 15 m i n e (3) …………. 7. T i m e (3)………….. 16. N a i l (3)…………… 8. L e t (3) ………….. 17. F I g h t (3)…………. 9. B y (3)………..... 18. C h i n (3)………….. Correct onset Phonemes: ___ Correct Segmented Phonemes: ___ In the above example, this was used on young children below third grade to examine their reading and sound skills. The examiner is expected to read out the words aloud, and then record the responses from the children on the probe (Wayne County RtI/LD Committee, 2007). The examiner would then give the student time, say 3 seconds to start the response. The results are indicated in the probe. 1. Describe and discuss the importance of curriculum-based assessment. Curriculum- Based Measurements (CBM) is a technique teachers adhere to, to gauge students on their academic progress (McLane, 2015). This form of assessment is important since it can give parents a timely information (weekly, or monthly) on how the child is progressing. Teachers could also use this to monitor the students and change tactic whenever a method does not seem to bear fruits on them. 2. Identify a specific content area (the one you hope to teach), and create an appropriate probe to assess an academic skill within that area One area that I would need to probe is determining the students’ accuracy and readability. The percentage of words that a students could read correctly determines accuracy. It is represented in the table below. Independent level students read the words out without needing any assistance. Instructional readers would need a little assistance to go through the words, while the students at the frustration level would find the words very challenging. Independent Level…………..97-100% Instructional level……………90-96% Frustrational level…………… Read More