A. Uses a variety of formal and informal assessments to evaluate and prove student learning, and
B. Analyzes the data from a variety of formal and informal assessments to increase the continuous achievement of ALL learners (eg., modify plans, strategies)
Assessing students in the classroom plays a key role in ensuring students are meeting the requirements set by the state, and ensuring your lessons are efficient in teaching students the material they need. The eighth INTASC principle exists to ensure that educators are able to both assess student learning and use the data from the assessments to better tailor assignments and instruction to the needs of the classroom and individual. In a classroom of twenty-five students, an instructor must be able to assess how their students are doing; this assessment can come from written assignments, or informal conversation with students. The teacher must also know what to do with the information they have collected. If an instructor discovers their students are not performing well in vocabulary, the instructor must use that information to figure out how to better teach their students. In the English classroom a teacher may create a vocabulary test for their students. If, when the tests are graded, it becomes clear that the students are not retaining the information, then the teacher must tailor their lessons so that students gain a better understanding. If the teacher used flash cards to teach their students the week they did not perform well, they may try vocabulary priming with visuals the next week. Only through examination of both weeks with the instructor be able to discover new ways to reach their students and ensure they retain the information being taught in the classroom. An instructor may also informally ask their students which methods they think work best, and may learn new methods that students have used in the past. The ability to assess student learning is important in the classroom; if a teacher is unable to make sense of the work students are turning in than it is meaningless. Teachers must use the information gained from grading work and assessing their students to alter their teaching/ assessment style to better meet the needs of the class/ individual.
Artifact A is the validated practices project that was completed during the student teaching portion of my professional year at Towson University. The validated practices project involved implementing multiple lessons throughout the internship and mapping student progress. This artifact demonstrates my proficiency in this principle because multiple assessments were implemented throughout the validated practices project in order to ensure students were retaining the information they needed, and that they were able to utilize the knowledge they gained. I used a variety of assessments throughout my validated practices project to ensure comprehension of important subject matter. These assessments ranged from formative assessments wrapping up a week's worth of content, to an informative assessment done walking throughout the classroom. These assessments allowed me to track student progress. The formative assessments gave me insight into how well my lessons were working, and the informative assessments told me whether or not I needed to re-teach particular portions of the lessons at the time. During the "found poem" lessons of my validated practices project I did an informal assessment by walking around the classroom taking note of student work. This informal assessment let me know that students were not understanding my directions. Having this knowledge gave me the opportunity to explain their assessment again. If I had not been doing this informal assessment, the whole class period could have passed before I was able to make note of confusion. The validated practices project reinforced the notion that constant assessment is important. The validated practices project had a positive impact on student achievement because it allowed me to track which portions of the lessons students were having trouble with. If a large portion of students had trouble with specific questions, it let me know that students needed more exposure to that content. Tracking assessment scores also let me see which students were performing poorly in the classroom. This knowledge allowed me to offer extra assistance to these students or modify work to help them with the content. The validated practices project demonstrates the "assessing" aspect of the Planning-Teaching-Learning cycle because I assessed the work that students were completing or had already completed. By assessing their work, I discovered which students were in need of extra assistance, and was able to alter work to better suit the needs of the children.
Artifact B is the validated practices project that I completed during the student teaching portion of my professional year at Towson University. The validated practices project involved implementing multiple lessons throughout the internship and mapping student progress. This artifact demonstrates my proficiency in this principle because I used my assessments to cater my instruction. Formal assessments completed by students were graded and then used to create new lessons. On portions of assessments that large groups of students did poorly, I re-taught the material to reinforce the content. The formal assessments gave me the opportunity to see students success, but it also gave me the opportunity to see where my instruction was falling short. For example, on a characterization lesson I included in the validated practices project I thought I clearly distinguished between the different types of characterization; however, on the formal assessment that students took they had difficulty distinguishing between the two types. Noticing this on their assessments, I took time in later classes to re-tech the material and reinforce the differences. Informal assessments were also used to alter my instruction. If I would find students struggling on material, I would explain the assessment again to ensure I got the most accurate results from students. The validated practices project had a positive impact on student achievement because it allowed me easily see the progress of my students. Frequently assessing students on their comprehension of the material allowed me to modify future instruction to meet the needs of students. During the characterization lesson I realized that the direct instruction I was using to differentiate between the two forms of characterization was ineffective in teaching the students. I used this as an opportunity to modify future instruction. The validated practices project demonstrates the "assessing" aspect of the Planning-Teaching-Leaning cycle because I assessed student work in order to modify my instruction. I assessed students while they were completing work in order to ensure students fully understood what was expected of them, and I assessed completed work to be sure students full grasped the concepts that were taught in class.
Assessment of/for Student Learning
A. Uses a variety of formal and informal assessments to evaluate and prove student learning, and
B. Analyzes the data from a variety of formal and informal assessments to increase the continuous achievement of ALL learners (eg., modify plans, strategies)
Reflection
Reflection on INTASC 8.docx
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Assessing students in the classroom plays a key role in ensuring students are meeting the requirements set by the state, and ensuring your lessons are efficient in teaching students the material they need. The eighth INTASC principle exists to ensure that educators are able to both assess student learning and use the data from the assessments to better tailor assignments and instruction to the needs of the classroom and individual. In a classroom of twenty-five students, an instructor must be able to assess how their students are doing; this assessment can come from written assignments, or informal conversation with students. The teacher must also know what to do with the information they have collected. If an instructor discovers their students are not performing well in vocabulary, the instructor must use that information to figure out how to better teach their students. In the English classroom a teacher may create a vocabulary test for their students. If, when the tests are graded, it becomes clear that the students are not retaining the information, then the teacher must tailor their lessons so that students gain a better understanding. If the teacher used flash cards to teach their students the week they did not perform well, they may try vocabulary priming with visuals the next week. Only through examination of both weeks with the instructor be able to discover new ways to reach their students and ensure they retain the information being taught in the classroom. An instructor may also informally ask their students which methods they think work best, and may learn new methods that students have used in the past. The ability to assess student learning is important in the classroom; if a teacher is unable to make sense of the work students are turning in than it is meaningless. Teachers must use the information gained from grading work and assessing their students to alter their teaching/ assessment style to better meet the needs of the class/ individual.Artifact A
VPP.docx
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Artifact A is the validated practices project that was completed during the student teaching portion of my professional year at Towson University. The validated practices project involved implementing multiple lessons throughout the internship and mapping student progress. This artifact demonstrates my proficiency in this principle because multiple assessments were implemented throughout the validated practices project in order to ensure students were retaining the information they needed, and that they were able to utilize the knowledge they gained. I used a variety of assessments throughout my validated practices project to ensure comprehension of important subject matter. These assessments ranged from formative assessments wrapping up a week's worth of content, to an informative assessment done walking throughout the classroom. These assessments allowed me to track student progress. The formative assessments gave me insight into how well my lessons were working, and the informative assessments told me whether or not I needed to re-teach particular portions of the lessons at the time. During the "found poem" lessons of my validated practices project I did an informal assessment by walking around the classroom taking note of student work. This informal assessment let me know that students were not understanding my directions. Having this knowledge gave me the opportunity to explain their assessment again. If I had not been doing this informal assessment, the whole class period could have passed before I was able to make note of confusion. The validated practices project reinforced the notion that constant assessment is important. The validated practices project had a positive impact on student achievement because it allowed me to track which portions of the lessons students were having trouble with. If a large portion of students had trouble with specific questions, it let me know that students needed more exposure to that content. Tracking assessment scores also let me see which students were performing poorly in the classroom. This knowledge allowed me to offer extra assistance to these students or modify work to help them with the content. The validated practices project demonstrates the "assessing" aspect of the Planning-Teaching-Learning cycle because I assessed the work that students were completing or had already completed. By assessing their work, I discovered which students were in need of extra assistance, and was able to alter work to better suit the needs of the children.Artifact B
VPP.docx
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Artifact B is the validated practices project that I completed during the student teaching portion of my professional year at Towson University. The validated practices project involved implementing multiple lessons throughout the internship and mapping student progress. This artifact demonstrates my proficiency in this principle because I used my assessments to cater my instruction. Formal assessments completed by students were graded and then used to create new lessons. On portions of assessments that large groups of students did poorly, I re-taught the material to reinforce the content. The formal assessments gave me the opportunity to see students success, but it also gave me the opportunity to see where my instruction was falling short. For example, on a characterization lesson I included in the validated practices project I thought I clearly distinguished between the different types of characterization; however, on the formal assessment that students took they had difficulty distinguishing between the two types. Noticing this on their assessments, I took time in later classes to re-tech the material and reinforce the differences. Informal assessments were also used to alter my instruction. If I would find students struggling on material, I would explain the assessment again to ensure I got the most accurate results from students. The validated practices project had a positive impact on student achievement because it allowed me easily see the progress of my students. Frequently assessing students on their comprehension of the material allowed me to modify future instruction to meet the needs of students. During the characterization lesson I realized that the direct instruction I was using to differentiate between the two forms of characterization was ineffective in teaching the students. I used this as an opportunity to modify future instruction. The validated practices project demonstrates the "assessing" aspect of the Planning-Teaching-Leaning cycle because I assessed student work in order to modify my instruction. I assessed students while they were completing work in order to ensure students fully understood what was expected of them, and I assessed completed work to be sure students full grasped the concepts that were taught in class.Assessment