INTRODUCTION

This section provides evidence of my knowledge of how to construct assessments in order to create better assessments to help students in their understanding of math.  The assessment that I prepared for the first grade class was for the purpose of assessing their prior knowledge and providing them practice.  The students’ scores were then placed in a table so I could visually see which questions the students answered correctly and which questions were missed.  By creating a table of the missed and correct questions I was able to evaluate each one to determine if the student missed the question because they misunderstood it or because there was a slight flaw in the question.   I believe by taking a close look at each question it would allow me to create tests that are varied such as creating pictures, incorporating vocabulary words or asking students to fill-in-the-blanks.  Just as students learn differently I believe students test differently and creating a test that is varied gives all students an opportunity to succeed.

TPE 2: Monitoring Student Learning During Instruction

•  Determining student progress toward achieving the state-adopted academic content standards
•  Using instructional strategies and techniques to support students’ learning

TPE 3: Interpretation and Use of Assessments

•  Understanding a range of assessments
•  Using and interpreting a range of assessments
•  Giving feedback on assessment results
   

REFLECTION

Overall I believe the assignment of assessing students was a very effective assignment because it allowed me an opportunity to take a critical look at how I construct tests in order to create better tests.  Short tests and quizzes would also give me an opportunity to ascertain a student’s understanding of certain material and give me an opportunity to re-teach if necessary.  O’Shea (2009) writes that, “Assessments are ultimately intended to provide students and teachers with information about student achievement” (p. 164).

My goal for increasing my knowledge and skill in assessments is to continue to confer with other teachers concerning what they have found to be successful in the area of administering assessments.  Additionally, once I enter my own classroom I will seek out workshops and seminars to assist with a better understanding of assessments as it relates to state testing, as well as learning from other teachers and any on-site training programs.  As stated by Wong and Wong (2009), “Even the best educated of new employees need on-the-job training” (p. 332).  Finally assessing is so important because it is not just tied to how well a student performs but it becomes a guide to assist me with how to construct future lessons to insure success for all students.  Tomlinson (2001) writes that, “Throughout the unit, in a variety of ways, teachers access students’ developing readiness levels, interests, and modes of learning.  Then the teachers design learning experiences based on their best understanding” (p. 4).

O’Shea, M.R. (2009). Pathways to Teaching Series: Assessment Throughout the Year. Pearson Education, Inc.: Upper Saddle River, New Jersey.

Tomlinson, Carol A. (2001).  How to Differential Instruction in Mixed-Ability Classrooms 2^nd Ed. Association for Supervision and Curriculum Development (ASCD), Alexandria, VA

Wong, Harry K. & Wong, Rosemary T. (2009).  The First Days of School, How to be an Effective Teacher. Harry K. Wong Publications, Inc.