Selecting, administering, and interpreting a wide range of formal and informal assessment tools and practices, ranging from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment methods.
A vast array of assessments, formal and informal, saturate the education world. However, not all of them are appropriate. It is the educator's job to select meaningful informal assessments and research-based formal assessments. Informal assessments should tie directly into teaching and be easily integrated. Formal assessments often take more time and have strict guidelines. Therefore, educators should be familiar with the manual and have practiced administering these assessments. This will ensure validity of the results. Whether formal or informal, assessments are meant to effect instruction. Once the results are interpreted, educators should use the data to inform subsequent instruction.
My first artifact is Allen, Conrad, Matthews, & Zimmerman's book, Put Thinking to the Test (2008). This book is about standardized tests and how to guide students to become successful test-takers through workshop structures and strategy instruction with examples from real classrooms. My second artifact is an annotation I wrote on chapter 3 of this book. I discuss using the workshop model to prepare students for test-taking, beginning in Kindergarten. My third artifact is chapter 4 in Dudley-Marling & Paugh's book, A Classroom Teacher's Guide to Struggling Readers (2004). In this chapter, the authors state, "Assessment-based instruction develops students' literacy by taking advantage of what they already know and challenging them to take the next step toward the highest levels of reading achievement" (p. 37). They discuss what makes assessment for struggling readers meaningful, different types of assessments (i.e. standardized tests, portfolios, running records, surveys and interviews, anecdotes and notes, reading discussions and retellings, and miscue analysis). My fourth artifact is a standardized test critique of the WIAT II I did in my Reading Comprehension course. My fifth artifact is a PALS-K (Phonological Awareness and Literacy Screening) assessment I gave during the first week of school to one of my kindergarteners. This assessment is required for all incoming kindergarteners in our district. It evaluates phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds, and spelling. I use the data from this assessment to make decisions about concepts that need to be taught whole group, small group, and individually as well as to group students. In addition, it drives my choices for materials, conversations, and lessons. All of these artifacts illustrate my understanding of various forms of assessment and my ability to administer, interpret results, and use the data to inform my instruction.
A vast array of assessments, formal and informal, saturate the education world. However, not all of them are appropriate. It is the educator's job to select meaningful informal assessments and research-based formal assessments. Informal assessments should tie directly into teaching and be easily integrated. Formal assessments often take more time and have strict guidelines. Therefore, educators should be familiar with the manual and have practiced administering these assessments. This will ensure validity of the results. Whether formal or informal, assessments are meant to effect instruction. Once the results are interpreted, educators should use the data to inform subsequent instruction.
My first artifact is Allen, Conrad, Matthews, & Zimmerman's book, Put Thinking to the Test (2008). This book is about standardized tests and how to guide students to become successful test-takers through workshop structures and strategy instruction with examples from real classrooms. My second artifact is an annotation I wrote on chapter 3 of this book. I discuss using the workshop model to prepare students for test-taking, beginning in Kindergarten. My third artifact is chapter 4 in Dudley-Marling & Paugh's book, A Classroom Teacher's Guide to Struggling Readers (2004). In this chapter, the authors state, "Assessment-based instruction develops students' literacy by taking advantage of what they already know and challenging them to take the next step toward the highest levels of reading achievement" (p. 37). They discuss what makes assessment for struggling readers meaningful, different types of assessments (i.e. standardized tests, portfolios, running records, surveys and interviews, anecdotes and notes, reading discussions and retellings, and miscue analysis). My fourth artifact is a standardized test critique of the WIAT II I did in my Reading Comprehension course. My fifth artifact is a PALS-K (Phonological Awareness and Literacy Screening) assessment I gave during the first week of school to one of my kindergarteners. This assessment is required for all incoming kindergarteners in our district. It evaluates phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds, and spelling. I use the data from this assessment to make decisions about concepts that need to be taught whole group, small group, and individually as well as to group students. In addition, it drives my choices for materials, conversations, and lessons. All of these artifacts illustrate my understanding of various forms of assessment and my ability to administer, interpret results, and use the data to inform my instruction.