Communicating assessment results to specific individuals (e.g., students, parents, caregivers, colleagues, administrators, policy officials, community, etc.).
Assessment results and interpretations should be effectively communicated to all parties involved with the students taking them. For example, if the classroom teacher suspects a struggling reader, he or she may collect several informal reading assessments (i.e. checklists, interview, running record, anecdotal) as well as a few formal assessments (i.e. STAR and DRA) to gather a range of information. The results and the teacher's interpretations should be communicated to parents/guardians, the school's reading teacher, the principal, and any other personnel that may be involved with this student. Communicating the results does not mean simply delivering them, it means starting a dialogue with all of these relevant people to create a holistic plan for the child.
My first artifact is a trimester checklist I share with parents at parent-teacher conferences. Prior to the conference, a copy and description of the checklist and the assessments involved is sent home. During the conference we dialogue about the meaning of the results. The second artifact is the link to one of my students' websites (these are a work in progress). These were also shared and discussed at parent-teacher conferences. I plan to use these as digital portfolios--an ongoing tool to share student work and feedback with students and parents. The "Writing" page has a video of myself conferencing with a student about her first complete narrative. My comments are beneath the video. My third artifact is a sample spreadsheet we use to enter and calculate data our writing assessments. For each unit, every teacher in our school gives a pre and post assessment and enters scores into the spreadsheet. It calculates percentages for how many students are below, nearing proficient, proficient, or advanced. We share these with the principal, and discuss them with her at data-team meetings to set goals and plan instruction. She uses these to create graphs of student progress at every grade level to share at our final staff meeting and discuss plans for the following year. These artifacts show my ability to communicate with colleagues and families about student progress.
Assessment results and interpretations should be effectively communicated to all parties involved with the students taking them. For example, if the classroom teacher suspects a struggling reader, he or she may collect several informal reading assessments (i.e. checklists, interview, running record, anecdotal) as well as a few formal assessments (i.e. STAR and DRA) to gather a range of information. The results and the teacher's interpretations should be communicated to parents/guardians, the school's reading teacher, the principal, and any other personnel that may be involved with this student. Communicating the results does not mean simply delivering them, it means starting a dialogue with all of these relevant people to create a holistic plan for the child.
My first artifact is a trimester checklist I share with parents at parent-teacher conferences. Prior to the conference, a copy and description of the checklist and the assessments involved is sent home. During the conference we dialogue about the meaning of the results. The second artifact is the link to one of my students' websites (these are a work in progress). These were also shared and discussed at parent-teacher conferences. I plan to use these as digital portfolios--an ongoing tool to share student work and feedback with students and parents. The "Writing" page has a video of myself conferencing with a student about her first complete narrative. My comments are beneath the video. My third artifact is a sample spreadsheet we use to enter and calculate data our writing assessments. For each unit, every teacher in our school gives a pre and post assessment and enters scores into the spreadsheet. It calculates percentages for how many students are below, nearing proficient, proficient, or advanced. We share these with the principal, and discuss them with her at data-team meetings to set goals and plan instruction. She uses these to create graphs of student progress at every grade level to share at our final staff meeting and discuss plans for the following year. These artifacts show my ability to communicate with colleagues and families about student progress.