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Assessments (Assessments are a crucial practice required to be a…
Assessments
Assessments are used by students to display their knowledge in a tangible manner. Doing so allows the student to communicate with the teachers on what is being truly learned.
Assessments are a crucial practice required to be a reflective teacher. Assessments are the formal and informal ways we have our students display or communicate the knowledge that has been acquired through our lessons. As teachers, we can ensure we are teaching to state standards effectively by reflecting on the results of our use of assessments.
There are 5 main types of assessments: Formative, Interim/Benchmark, Summative, Performance, and Diagnostic.
Summative Assessments
Definition: This is a form of assessment that is done at the end of possibly a year or unit. Its intention is to be used as a grade for report cards, district reports or state reports. A downside to these are that they do not provide much opportunity for student learning to grow.
Examples: Final Exams or Research Projects 
Formative Assessment
Definition: A circular process for assessment that involves the teacher to collect evidence through the student learning to evaluate. After the evaluation, the teacher can use it to provide feedback and adjust instruction to improve future data.
Examples: Pretests & Discussions
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Performance Assessment
Definition: A form of assessment requiring a set criteria to be met by the students while performing a task and not simply selecting an answer. This could be going through a process or physically completing a task.
Examples: Portfolios or Open Ended Excercises
Diagnostic Assessment
Definition: This form of assessment is used to assess prior knowledge to understand what needs to be taught and the discovery of difficulties in learning that need to be planned for.
Examples: Student Survey or K-W-L Chart
Assessment Data
After reviewing assessments, a teacher can then start tailoring instruction to specific groups found in the class such as whole and small groups. In RTI students can also have an individualized smart goal created based on the data collected from the student work or results.
The scale and percentage scores of 3 students in RTI
Student 1:
Scale score:1387
Raw Score: 14/50
Percent: 28%
Student 2:
Scale score:1444
Raw Score: 19/50
Percent: 38%
Student 3:
Scale score:1506
Raw Score: 25/50
Percent: 50%
Student 2: Struggles with the group goal of being able to multiply 3x2 digit multiplication problems. To help her gain confidence in multiplying I would reteach a lesson using two ways to solve multiplication problems. The first strategy I would show her is an area model that allows her to multiply smaller factors and add up all of the partial products.The second strategy would be to use base 10 blocks to multiply to meet her Kinesthetic learning need.
Student 3: The third RTI student struggles multiplying fractions. To help her acquire a better understanding of this concept I will have her use transparent fraction cards in a minilesson. These cards allow the student to see three shaded regions, and the darkest shaded region will represent the product while the other two shades represents the factors. Another strategy used to reteach her is to break the problem in to two steps on an anchor chart. The first step will be to multiply the numerators and then the second step follows by multiplying the denominators
Student 1: This student struggles with test anxiety. To help aid this student in improving his scores I will do a minilesson on test taking strategies. The first strategy I would use is to answer ONLY questions that the student understands first. To compliment the first strategy I would advise the student to consistently paraphrase the questions he approaches to gain a better understanding of what is being asked of him
2 Guiding Questions:
- If we used the _ model would our answer come out differently when done correctly?
- How does the design of our model show us what is needed to discover our answer?
2: Closing Questions:
- Can you show me the approach you would do to solve a ___ problem on a test?
- What is a situation that you could use the ___ model in?
2 Opening Questions:
- How can we find an answer in an alternative way for_?
- Could composing a visual for your problem make you feel more capable of completing questions?