Assessment Blog Post
ASSESSMENT BLOG POST
Self-Assessment
1. Describe a specific example of how you would use it. For what content would you use it? How would you implement it?
I would use self-assessment following the 10-minute writing portion of the reading recovery lesson. Although students have me right beside them to guide and assist them during the writing process, the end goal is for them to become independent in some aspects of their writing. I would use the self-assessment form daily for the students to evaluate themselves on the items they were able to do independently without prompts or helps from me. (Assessment Questions: Does my sentence begin with a capital letter? Did I use my best handwriting? Does my sentence end with a . ? ! Did I use finger spaces between my words? Does my story make sense? All question are answered with a smiley face, middle face, or frowny face).
2. Explain why you would use this form of assessment.
I would use self-assessment to help the students become more aware of the writing process and their responsibility as writers. In addition, they would check their progress and celebrate the areas they were able to do independently, then set a goal on an area they want to work on next.
3. Describe your process for analyzing the data from this assessment.
The analysis of this assessment would come from observing the students and how they evaluated themselves and their personal understanding of where they are. Once their goal was set, it would be written down in student-friendly language and posted on a sticky note for them to see. Before beginning the writing portion the next day, the students would review their goal.
To keep track of where students are, I would keep a personal record of the goals students had mastered and the goals they are working on. This would inform me on how to support the students more or back off.
When they are independent in the areas of this self-assessment, a new self-assessment would be created to encourage them become independent in other areas. This would be differentiated for each student, depending on what they are able to do independently. (Possible examples might include: Did I write my sight words correctly? Did I add more to my story to make it more interesting? Did my story make sense? Did I use words like "because, finally, suddenly, etc.?)
Portfolio
1. Describe a specific example of how you would use it. For what content would you use it? How would you implement it?
I would use the portfolio assessment in writing to see change over time from beginning of the reading recovery lesson series to the end of the program (12-20 weeks). In reading recovery, each student has their own writing book, which naturally lends itself to the portfolio assessment, since students and teacher can quickly jump back to different pages in the writing book to see growth. The evidence is available at a glance. They are able to see improvements from day to day or week to week.
However, to extend this, I would assist students in writing six stories, two from each writing standard on the state core, showing a sample from beginning of program and end of program. These stories would be copied from their writing books, illustrated by the student, and put in a separate portfolio. I would then have them reflect verbally to me what growth they noticed.
In addition, I would allow students to choose one "end of program" story, then record the students reading the story and talking about it. They could also talk about stories they would like to write next. The video could then be shared with the class or the other students I teach in reading recovery, depending on how comfortable the students are with sharing.
First grade writing standards:
•Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure (W.1.1)
•Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (W.1.2)
•Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (W.1.3)
2. Explain why you would use this form of assessment.
I would use the portfolio assessment to show students their growth in the writing process. I would also use this type of assessment as a way to showcase their work further and give them an opportunity to reflect and set goals on what they would like to write about next.
3. Describe your process for analyzing the data from this assessment.
I currently analyze student writing data on a daily and weekly basis to see where students are in the writing process, and what I, as the teacher, need to do next to drive the instruction forward. I also take careful notes, watching for strengths noticed, or gaps in their learning.
I would use the extension of this portfolio assessment as a way for students to validate their own progress and be able to share their work with others. This would not be graded with a letter grade, but rather as a celebration of the student's efforts and progress.
Performance Assessment
1. Describe a specific example of how you would use it. For what content would you use it? How would you implement it?
Since reading recovery has time constraints, I would use the performance assessment in a collaborative effort with first grade teachers. They are currently working on units of study involving integration across subjects, so this type of assessment would fit well with their unit design plan. I would support them by selecting books on the subject matter during the "new book" portion of the reading recovery lesson. I would use technology to search for videos, pictures, etc. that would coordinate with the unit of study. The knowledge gained from using technology could then be used to enhance ideas for writing.
2. Explain why you would use this form of assessment.
I would use performance assessment in a collaborative effort to support what students are learning in the classroom and provide opportunities for deeper learning.
3. Describe your process for analyzing the data from this assessment.
The analyzing of the performance assessment would come in two areas: collaborating with first grade teachers and their findings; my own analyzing of the students overall participation and willingness to complete the assessment. I would continue setting teacher learning goals daily for each student through viewing running records, listening for fluency, and noticing new items learned or not yet mastered in reading and writing.
Self-Assessment
1. Describe a specific example of how you would use it. For what content would you use it? How would you implement it?
I would use self-assessment following the 10-minute writing portion of the reading recovery lesson. Although students have me right beside them to guide and assist them during the writing process, the end goal is for them to become independent in some aspects of their writing. I would use the self-assessment form daily for the students to evaluate themselves on the items they were able to do independently without prompts or helps from me. (Assessment Questions: Does my sentence begin with a capital letter? Did I use my best handwriting? Does my sentence end with a . ? ! Did I use finger spaces between my words? Does my story make sense? All question are answered with a smiley face, middle face, or frowny face).
2. Explain why you would use this form of assessment.
I would use self-assessment to help the students become more aware of the writing process and their responsibility as writers. In addition, they would check their progress and celebrate the areas they were able to do independently, then set a goal on an area they want to work on next.
3. Describe your process for analyzing the data from this assessment.
The analysis of this assessment would come from observing the students and how they evaluated themselves and their personal understanding of where they are. Once their goal was set, it would be written down in student-friendly language and posted on a sticky note for them to see. Before beginning the writing portion the next day, the students would review their goal.
To keep track of where students are, I would keep a personal record of the goals students had mastered and the goals they are working on. This would inform me on how to support the students more or back off.
When they are independent in the areas of this self-assessment, a new self-assessment would be created to encourage them become independent in other areas. This would be differentiated for each student, depending on what they are able to do independently. (Possible examples might include: Did I write my sight words correctly? Did I add more to my story to make it more interesting? Did my story make sense? Did I use words like "because, finally, suddenly, etc.?)
Portfolio
1. Describe a specific example of how you would use it. For what content would you use it? How would you implement it?
I would use the portfolio assessment in writing to see change over time from beginning of the reading recovery lesson series to the end of the program (12-20 weeks). In reading recovery, each student has their own writing book, which naturally lends itself to the portfolio assessment, since students and teacher can quickly jump back to different pages in the writing book to see growth. The evidence is available at a glance. They are able to see improvements from day to day or week to week.
However, to extend this, I would assist students in writing six stories, two from each writing standard on the state core, showing a sample from beginning of program and end of program. These stories would be copied from their writing books, illustrated by the student, and put in a separate portfolio. I would then have them reflect verbally to me what growth they noticed.
In addition, I would allow students to choose one "end of program" story, then record the students reading the story and talking about it. They could also talk about stories they would like to write next. The video could then be shared with the class or the other students I teach in reading recovery, depending on how comfortable the students are with sharing.
First grade writing standards:
•Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure (W.1.1)
•Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (W.1.2)
•Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (W.1.3)
2. Explain why you would use this form of assessment.
I would use the portfolio assessment to show students their growth in the writing process. I would also use this type of assessment as a way to showcase their work further and give them an opportunity to reflect and set goals on what they would like to write about next.
3. Describe your process for analyzing the data from this assessment.
I currently analyze student writing data on a daily and weekly basis to see where students are in the writing process, and what I, as the teacher, need to do next to drive the instruction forward. I also take careful notes, watching for strengths noticed, or gaps in their learning.
I would use the extension of this portfolio assessment as a way for students to validate their own progress and be able to share their work with others. This would not be graded with a letter grade, but rather as a celebration of the student's efforts and progress.
Performance Assessment
1. Describe a specific example of how you would use it. For what content would you use it? How would you implement it?
Since reading recovery has time constraints, I would use the performance assessment in a collaborative effort with first grade teachers. They are currently working on units of study involving integration across subjects, so this type of assessment would fit well with their unit design plan. I would support them by selecting books on the subject matter during the "new book" portion of the reading recovery lesson. I would use technology to search for videos, pictures, etc. that would coordinate with the unit of study. The knowledge gained from using technology could then be used to enhance ideas for writing.
2. Explain why you would use this form of assessment.
I would use performance assessment in a collaborative effort to support what students are learning in the classroom and provide opportunities for deeper learning.
3. Describe your process for analyzing the data from this assessment.
The analyzing of the performance assessment would come in two areas: collaborating with first grade teachers and their findings; my own analyzing of the students overall participation and willingness to complete the assessment. I would continue setting teacher learning goals daily for each student through viewing running records, listening for fluency, and noticing new items learned or not yet mastered in reading and writing.
Comments
Post a Comment