Using assessment information to plan, evaluate, and revise instruction that meets the needs of all students, including those at differing stages of development and from differing cultural and linguistic backgrounds.
A surgeon wouldn't perform a procedure without first having done preliminary scans, tests, and exams on a patient. Frequently patients undergo ongoing treatment as well. Surgeons and doctors use precision instruments, preliminary information, as well as patient input to perform procedures and use the results to make decisions about next steps. Similarly, educators can use a barrage of formal and informal assessments to gather data about student progress and understanding. The data can guide educators in planning, evaluating, and revising instruction that meets the needs of all students, including those at differing stages of development and from differing cultural and linguistic backgrounds.
The first artifact is Part I of my final paper from my Miscue Analysis course. This is a "profile paper", in which I describe my student as a reader, my findings after performing a retrospective miscue analysis, and next steps based on this data. The second artifact is Part II of the final paper. This is my reflection, in which I explain my considerations for my student based on all of the information I gathered on her as well as how my learning would impact further instruction. The third artifact is a case study assignment from my Analysis and Correction course. Based on information given about Delia, I make recommendations for instructional strategies I think will benefit her. The fourth artifact is a copy of a class lecture slide-show from my Assessment and Evaluation in Special Education course. During this class period, we learned about the report published in 2000 by the National Reading Panel. A quote listed from it read, "The art of instruction is a series of "wh" questions--knowing when to apply what strategy to which particular student." In addition, we discussed formal and informal reading assessments, their purposes, and using them to determine further instruction. These artifacts illustrate my knowledge and application of using assessment to plan, evaluate, and revise instruction that meets the needs of all students.
A surgeon wouldn't perform a procedure without first having done preliminary scans, tests, and exams on a patient. Frequently patients undergo ongoing treatment as well. Surgeons and doctors use precision instruments, preliminary information, as well as patient input to perform procedures and use the results to make decisions about next steps. Similarly, educators can use a barrage of formal and informal assessments to gather data about student progress and understanding. The data can guide educators in planning, evaluating, and revising instruction that meets the needs of all students, including those at differing stages of development and from differing cultural and linguistic backgrounds.
The first artifact is Part I of my final paper from my Miscue Analysis course. This is a "profile paper", in which I describe my student as a reader, my findings after performing a retrospective miscue analysis, and next steps based on this data. The second artifact is Part II of the final paper. This is my reflection, in which I explain my considerations for my student based on all of the information I gathered on her as well as how my learning would impact further instruction. The third artifact is a case study assignment from my Analysis and Correction course. Based on information given about Delia, I make recommendations for instructional strategies I think will benefit her. The fourth artifact is a copy of a class lecture slide-show from my Assessment and Evaluation in Special Education course. During this class period, we learned about the report published in 2000 by the National Reading Panel. A quote listed from it read, "The art of instruction is a series of "wh" questions--knowing when to apply what strategy to which particular student." In addition, we discussed formal and informal reading assessments, their purposes, and using them to determine further instruction. These artifacts illustrate my knowledge and application of using assessment to plan, evaluate, and revise instruction that meets the needs of all students.