TPE 2 - Monitoring Student Learning During Instruction

➢Determines student progress toward achieving the state-adopted academic content standards

➢Supports students’ learning during instrction

TPE 3 - Interpretation and Use of Assessments

➢Understanding of assessments

➢Using and interpreting assessments

➢Giving feedback on assessments

One of my areas of greatest growth, critical to my success as an educator, has been that of assessment.

One of the most beneficial projects that we completed in this program was that of the Literacy Case Study (Artifact #3). Within this study, we administered and analyzed the following tests to a 4th grade student: oral language surveys, reading interest and attitude surveys, graded word tests, Running Records or Miscue Analyses, reading comprehension tests, elementary spelling inventories, analyses of narrative and expository writing, and handwriting and spelling analyses. Based on the assessment data, I was able to write a plan of action for improvement in literacy.

This was extremely beneficial for me in that I found more objective and systematic ways of assessment. I am familiar with tests such as the San Diego Quick Assessment and the Intermediate Spelling Inventory from Words Their Way. I can analyze the specific patterns of weakness in a child’s literacy level and plan accordingly. I can find a student's particular reading level and find books that fall within that reading level range. I can analyze student writing and look for specific areas of weakness. I can assess student reading comprehension through aided/unaided retelling and anecdotal observations.

In Stage Two, I met with and observed the CELDT coordinator at our school. I learned how to analyze the ELD level of each student and discussed ELD intervention for a particular student in my class. In Stage Three, I helped organize students into reading groups based on their individual needs. I worked on phonics, sight vocabulary, and reading with the students. In Stage Four, I planned tests, quizzes, assessed oral presentations, graded unit work folders, and analyzed student effort through observation. I became adept at using Easy Grade Pro to keep track of student grades.

One of my major projects within Stage Four was that of my Animal/Region report. (Artifact #4). This community based, integrated unit incorporated science, social studies, and writing. Assessment was based on a class created rubric. Class results were tallied in graphic form. Students were graded based on their class discussion and participation, oral presentations, and final product.

From Arthur K. Ellis’ book Teaching and Learning Elementary Social Studies, I gathered an assortment of assessment strategies I have use repeatedly in my teaching including: “I Learned” Statements, Key Idea Identification, The Week in Review, Pyramid Discussions, I Can Teach, Parents on Board, Search for Meaning, Thank you, Clear and Unclear Windows, Choices and Feelings, Record Keeping, Self Reporting, Circle meetings, question authoring, journal entries, Learning Illustrated, Think Aloud, Displays, and Spot-Check Inventories. Many lessons that I have included in my portfolio employ these assessment strategies.

One important key to assessment is to assess students in the same way that they learned a skill. Achievement is so much more than what formal tests may indicate. For example, if excellent speaking skills were the desired result, it wouldn’t be fitting to rely merely on a true-false test to indicate achievement level.

Assessment also gives important closure to students. As Piget, Vygotsky, and many others have indicated, children need to reflect and talk about what they are learning. Speech and thought co-develop; they are not separate functions. As I teacher, I will consistently strive to make assessment is an integral part of my teaching.