INTASC 8: Assessment
The teacher intern understands and uses formal and informal assessment strategies, consistent with instructional goals, to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Performance Indicators:
• monitors student understanding on an ongoing basis and adjusts teaching when necessary
• utilizes multiple assessment practices congruent with instructional goals both in content and process
• effectively uses both teacher-made and standardized tests as appropriate
• uses student products as a source for assessment and instructional decisions
• demonstrates competence in the use of acceptable grading/ranking/scoring practices in recording and reporting student achievement
• maintains and uses organized records of student progress for instructional decisions
• communicates clear expectations for learning and behavior to students and parents
• uses pre-assessment data in developing expectations for students and as a basis for documenting learning gains
• provides prompt and meaningful feedback to students about performance and progress
• prepares tests that reflect the academic content studied
• provides opportunities for students to contribute to the development of criteria and standards as appropriate
• incorporates strategies to prepare students for SOL and standardized testing
EXAMPLES
Quizzes:
I gave daily quizzes which consisted of ten short answer questions on the material covered during the previous day's lesson. I often flagged key ideas during class to help students pinpoint main ideas so that they would have clues as to what they should focus on when studying for the quizzes. I gave daily quizzes to help prepare students for the SOL test because if they can answer a short answer question then they can certainly answer a multiple choice question. This routine was established by my cooperating teacher and I was encouraged to keep it in place.
Final Exam:
This final exam was created in Fall 2005 at the end of my methods course in order to highlight my ability to craft a test that adequately covered the entire semester's curriculum and that illustrates that I can create a test that follows the rules of sound test construction. The test contains questions in true/false, multiple choice, short answer, and essay format. It was my first opportunity to create a test.
Jeopardy Review Game:
In order to help students prepare for unit tests I often designed Jeopardy Review games, which the students really liked. They were used the day before the test to help students identify any weaknesses or gaps in their knowledge. If I noted any widespread weaknesses then I would pause during the game and review the material in depth and answer any questions that students had to ensure that they understood the material.
U.S. History Test:
I created this U.S. History test for my students to take after the completion of the World War II unit. The test corresponds very closely with the state standards.
Growth Through Writing:
This paper was written at the conclusion of my student teaching in the Spring, after I had the opportunity to trace the growth in analysis and writing of two of my Modern World History students. I tracked the development of two of my students in their ability to write analytically as they pulled from material probed in class. I tracked them through three assignments. I was able to see distinctive growth in the level of detail offered in their writing as it became more sophisticated and students began to actually write literature and not simply string together a list of historical details.
Assignment 1: Directions and Student A's Work
Assignment 2: Directions and Student A's Work
Assignment 3: Directions and Student A's Work
Clear Expectations:
In order to ensure that students were aware of my expectations for learning I always laid out the day's agenda for them so that they would know where we were heading that day and what content and skill sets they would have acquired by the time the bell rang. Each lesson I designed had objectives that clearly delineated what students would be able to do by the day's end. Students were aware of my expectations because I feel that if students are not privy to what you expect of them then they have no chance of fulfilling those aims.
Multiple Assessments:
During my student teaching I attempted to use a variety of assessment strategies in order to ensure that all learners were able to process the material explored in class in a way that was meaningful for them. The assignments were always carefully crafted to meet my learning goals for the day and varied between allowing students to express themselves through words or imagery. I also crafted several rubrics to accompany my assignments so that students could be cognizant of exactly how they were going to be graded.
Student Feedback:
I always gave my students feedback on their assignments, feedback that illustrated that I had read their assignment carefully and in its entirety. I called students by name within my feedback and always countered the negative with positive remarks. Writing was not something that my students were accustomed to doing so I always praised their work, while simultaneously pushing them to go further in their analysis.