Guided response: Respond to two classmates. Think back to the learning module you interacted with pertaining to Paul and Elder’s essential elements of thought and apply some of what you learned in this discussion. For example, when you respond to your peer’s analysis of this case study ask them to clarify their purpose behind what they write, consider alternative perspectives, examine their assumptions, and support their thinking with evidence, facts, and research.
Assessment is an ongoing process of gathering, analyzing and reflecting on evidence to make informed and consistent judgments to improve future student learning Department of Education and Early Childhood Development, 2007). It plans to monitor students’ academic achievement. Teachers by collecting data, looking for the performance of the assessment: what is working and what is not, “and ensure that all students are making progress toward achieving learning goals (Rhode Island Criteria and Guidance, p.3).” Feedback is “a process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there” (Assessment Reform Group, 2002). Teacher/ students share information so that students can close the gap between their current levels of performance. The value of the benchmark assessments are “are given at set times through the year to determine progress through the year to determine progress to date on key standards or long-term learning goals” (Kajitani, 2012)
Anna can organize the data in three areas: Students below target, the district target students, and students who are working above grade level. She needs to consider background knowledge, literacy knowledge, language systems, different learning styles, and interests. Then plan her lesson accordingly. The teacher must be able to differentiate instruction and motivate all students. Reading tasks should be should be given large blocks of time for engaging in writing duties. The best result that Anna will achieve is to make learning exciting, reach students’ needs and help them be successful.
The underlying problems that have caused Anna problems are that standardized tests do not necessarily improve student’s outcomes in education; on the contrary, they limit student’s creativity and innovation. The tests dictate what teachers can teach, do take away free learning and don’t appraise a student’s worth. The tests do not necessarily measure students’ understanding or capabilities. Anna focused on comprehensions questions that district textbook suggested, which made her leave out the words analysis and vocabulary. Her focus on concentration and perceptions made her leave out the other areas. Following the adopted textbook, she should have done more than just that, be creative and focus on the areas she thought students were failing.
Apart from words analysis and vocabulary, Anna might require more data on grammar, comprehension, reasoning and problem-solving to assign her assignment. Then she will be able to get a better understanding, check the progress of the below reading group and what should be done to help. She can also get help from veteran teachers of what can be done to reach the students and meet the district target.
Based on a student’s needs, teachers must explicitly teach reading strategies that activate prior knowledge. “Instead of using a standardized approach for all students, the specific needs and characteristics of each student should be taken into consideration.” (Jennings, Caldwell, & Lerner, 2014). Assessment is part of everything we say and do because each time we interact with a student we are giving them feedback. The teacher should use formative and summative assessments for each unit to identify, gathering and interpreting information about students learning and may give teachers the most accurate measure of a student’s actual ability. Informal assessments are beneficial for a teacher, she/he receives immediate data and then plan accordingly. Formal assessments give teachers insight into the academic strength and weakness of each student and dictate what actions to take for any needed intervention. The data gathered from a formal assessment will reveal whether low scores are exclusive to the student or class.
Anna questions are: “Where am I going? How am I going? Where to next? (Shean, 2012) To help her students understand their mistakes. The answer to these questions will help her make lessons’ objectives, modify her teaching approach, and create skill she wants her students to be able to grasp and apply. And finally how to achieve her goals and the district target.
Speaking with her students, Anna intends to know if they understand the primary teacher goals of the topic under study. What is expected from them at the end of each unit? It is essential for educators to monitor interactions with the purpose of communicating academic expectations to students. Teachers’ expectations have a dramatic impact on student academic performance and create self-fulling prophesies. Teacher/students’ interaction creates a positive learning environment, show care and build trust. It will help them understand personal responsibility and accountability.
The adequate information she can get from the teammates would include techniques that would benefit her teaching process and deepen her students’ knowledge. The use the guided reading method, the use of short-term tutoring, intensive, one-on-one instruction sessions for struggling readers can get them caught up with their peers. Also, struggles students may respond at a slower pace, but it is important for teachers to continue providing support until they masters the targeted skills, regardless of how long it takes. Also, she should continue doing several formative and summative assessments through the unit. Learning logs, portfolios, peer review and conferencing could be beneficial. This assignment will help her to transfer learning and to show work that has been applied in real world situations (Shena, 2012).
Because Anna is new in the field, she should work in close collaboration with her teammates. She needs to know about her students’ interest, their needs to use them in her plan and provide the support and intervention they require. Following the district- adopted textbooks, she should create new strategies to help her students learn effectively. For future assessments, Anna needs to include multiple measures and a variety of modes to address the various needs and preferences in her room
- What is the value of this assessment and what purpose does it serve?
The benchmark assessments for math, reading and writing are very important in making sure that intermediate goals are being planned for and met. They will give the teacher indications of the effectiveness of her instruction and allow time to alter teachings in order to meet the terminal learning objectives.
- Who is this feedback for?
The feedback from the assessment can be beneficial for teachers and faculty, students and their parents. Teachers can identify strengths and weaknesses of individuals or groups, while faculty can observe how teaching methods differ in effectiveness. Students can use the results to gauge their effort level and the feedback would indicate how their child is progressing and in which areas they may need additional work.
- Taking one academic area, how might Anna organize the data?
The results from the reading exam could be organized by ability groups (like scores) and instruction appropriately differentiated. Poor scores in the other assessment areas could stem from comprehension issues.
- What is the final result that this teacher might be trying to achieve?
By rearranging the data, Anna may discover differing ways to arrange the classroom with regard to environment or grouping. Somewhere buried in the scores may lay the causality of so much red.
- What might be some of the underlying problems that have caused her results?
Based on the relatively vague data, she may have students in reading groups that are inappropriate.
- What further data might help Anna and what might be missing in her approach and how could she get it?
Anna may want to give a diagnostic assessment of reading and compare the results to the district test. There may be problems more elementary than comprehension.
- What else could Ann be doing to find out what she should be teaching her students?
Sound Classroom Assessment Principle 4 states that students should get involved in their own assessment of their strengths and areas of struggle (Hatte, 2008).
- What coaching questions come to mind if you were helping Anna?
Is her pointing out reading strategies for mistakes a good idea? Does it evaluate against other students?
- If Anna speaks with her students, what might she want to know from them?
Do they fully understand what the strategies are? Are they having difficulty with anything in particular?
- What kind of evidence might she gather before the next district benchmark?
The students may not have an understanding of the lesson objectives or are confused on how to reach them.
- What would be the most important information she could get from her teammates at tomorrow’s meeting?
If she is interpreting the benchmark data correctly and how she can better use it.
- Do you have any other thoughts on Anna’s assessments?
Shean, A. (2012). The Final Step: A Capstone in Education [Electronic version]. Retrieved from https://content.ashford.edu/