TPE 5: Assessing Student Learning
Assessing student learning includes: applying different types of appropriate assessments, collecting and analyzing assessments, involving students in self-assessment and reflection, using technology to support assessment, interpreting assessment results for all types of learners including English Second Language and disabilities, and using assessment data to create learning goals and instruction.
Artifact 1: Modification of Assessments for Different Types of Learners
Assessing student learning includes: applying different types of appropriate assessments, collecting and analyzing assessments, involving students in self-assessment and reflection, using technology to support assessment, interpreting assessment results for all types of learners including English Second Language and disabilities, and using assessment data to create learning goals and instruction.
Artifact 2: Assessments through Technology
Our students are born in a digital age. To be successful in the work world, students need to be familiar with different technological formats and need to have skills and strategies to navigate the digital world. Furthermore, many state tests are all digital. Therefore, I will sometimes create digital assessments instead of paper-pencil assessments so students can practice and become familiar with such. The below artifact represents a 6th grade math assessment on tape diagrams that I edited into a DESMOS assessment. DESMOS is an online program that allows me to make interactive assessments for my students. A big advance of using digital assessments is it can give me immediate feedback of the results allowing me to adjust instruction as needed.
Artifact 3: Assessments Shape How I Differentiate Instruction
Differentiation is shaping instruction to meet the needs of all of my students’ individual needs. Ongoing assessments help me tailor and adjust my instruction to meet these individual needs. According to Tomlinson (2001), “assessment routinely takes place as a unit begins to determine the particular needs of individuals in relation to the unit’s goals. Through 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. Culminating products, or other forms of ‘final’ assessment, take many forms, with the goal of finding a way for each student to most successfully share what he or she has learned in the course of the unit” (p. 4).
The below artifact represents Tomlinson (2001) “differentiation at a glance” model. I really believe in differentiation as I have experienced the results and really apply this philosophy to my teaching and assessing.
References:
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. (2nd ed.). Association for Supervision and Curriculum Development.
