Module 3 Journal Directions For The Modules

Module 3 Journal Directions for the Module Journals You

In this chapter, I learned about accommodation criteria that are employed when judgments on accommodations are being made, usage of teacher-designed tests, and differences in the methods of assessment in the core subject areas of reading, mathematics, spelling, and writing for beginning and advanced students are discussed. To be successful, I think I need to learn more about the possible sources of difficulties that might arise from the use of teacher-made assessments and the many ways that can be taken to observation. In our roles as educators, we are required to maintain a high level of self- and student-awareness.

As stated in the reading, “Teachers are constantly monitoring themselves and their students. Sometimes they are just keeping an eye on things to make sure that their classrooms are safe and goal oriented, to anticipate disruptive or dangerous situations, or to keep track of how things are going in a general sense” (Salvia, Ysseldyke, & Witmer, 2016, p. 134). We are able to keep our teaching approaches improving in order to better suit the demands of our students since we have the capability to preserve data of observations. My level of understanding regarding the topics presented in this module’s chapter are manageable, yet there is potential for me to expand my comprehension. In the classrooms where I have worked, one of my responsibilities has been to monitor and record the activities of the children.

The information pertaining to conduct, academic achievement, and interactions with peers. The information that I have gathered has been prepared and presented in student IEP sessions for the purpose of making any necessary adjustments and additions to the IEP. What I liked best from this chapter scenario in assessment. The scenarios allowed me to visualize myself in the situation and consider how I would react to various challenges along the way. The ability to "role play" provides the opportunity to consider several courses of action that can be followed to deal with a certain circumstance.

This study source was downloaded by from CourseHero.com on :59:14 GMT -06:00. What I think I will use the most in my future or current classroom is data collection throughout the school year in order to make proper accommodations to meet student needs. Salvia et al. (2016) states, “When making decisions about what to teach, it is important to collect information about the student’s current skills in a way that the student can adequately demonstrate his or her knowledge” (p. 108). After reading this module's chapters, and completing all the activities, I can discuss, explain, and demonstrate the criteria for accommodations that are used when judgments on accommodations are being made, as well as the use of teacher-designed tests and the differences in the methods of assessment in the core subject areas of reading, mathematics, spelling, and writing for beginning and advanced students.

The learning activity that helped me more than any other was the scenarios in assessment and chapter comprehension questions. This study source was downloaded by from CourseHero.com on :59:14 GMT -06:00.

Paper For Above instruction

In this module, I explored the diverse assessment strategies used in educational settings, especially focusing on accommodations, teacher-designed tests, and the varying methods of evaluating student performance across core subject areas such as reading, mathematics, spelling, and writing. Gaining an understanding of how assessments can be adapted for students with different needs is essential for promoting inclusive education and ensuring equitable learning opportunities. The chapter emphasized the importance of establishing clear accommodation criteria, which serve as guidelines for teachers when modifying assessments for students with disabilities or other learning needs (Salvia, Ysseldyke, & Witmer, 2016). Recognizing the differences in assessment methods for beginning versus advanced students also illuminated how differentiated instruction can be effectively implemented to meet individual student levels.

Throughout my reading, I learned that effective self-monitoring and observation are critical components of the assessment process. Educators continuously evaluate both their teaching practices and student progress to identify areas needing improvement or adjustment. According to Salvia et al. (2016), teachers' ongoing data collection enables them to make informed decisions about instruction and accommodations, fostering a learning environment that caters to diverse student needs. I found the scenarios presented in the chapter particularly helpful, as they visualized real-life challenges and sparked ideas for strategic responses. These role-play simulations enhanced my understanding of how to handle assessment-related dilemmas and highlighted the importance of flexibility and creativity in assessment practices.

To succeed in my future classroom, I recognize the necessity of systematically collecting data throughout the academic year. This information will guide my decisions on appropriate accommodations and instructional adjustments. As Salvia et al. (2016) assert, understanding students’ current skills through varied assessment methods ensures they can demonstrate their knowledge effectively. I plan to utilize both formal and informal assessments—such as observations, checklists, and student work analysis—to obtain a comprehensive picture of each learner's progress and needs. This approach aligns with the principles of inclusive education, where assessments are tailored to support all students, especially those with disabilities (The IRIS Center, 2004).

The chapter also reinforced the significance of differentiating assessment methods based on student readiness levels. For beginning learners, assessments should be straightforward and accessible, while more advanced students require challenging tasks that promote critical thinking. This differentiation helps ensure assessment fairness and accuracy. Furthermore, I am now more confident in my ability to explain the rationale behind various assessment modifications and to design assessments that are both valid and equitable. The activities, especially the discussion scenarios, provided practical frameworks for implementing assessment accommodations and interpreting results to inform instruction effectively.

In conclusion, this module enhanced my understanding of assessment principles crucial for supporting diverse learners. The emphasis on data collection, accommodation criteria, and differentiation strategies will significantly impact my teaching practice. I am committed to applying these insights by continuously evaluating student progress and refining assessment techniques to foster an inclusive, responsive classroom environment.

References

• Salvia, J., Ysseldyke, J., & Witmer, S. (2016). Assessment in special and inclusive education (13th ed.). Cengage Learning.
• The IRIS Center. (2004). Accessing the general education curriculum: Inclusion considerations for students with disabilities. Retrieved from https://iris.peabody.vanderbilt.edu
• Friend, M., & Bursuck, W. (2018). Including students with special needs: A practical guide for classroom teachers. Pearson.
• McLesky, E. (2010). Differentiated assessment strategies for diverse learners. Journal of Special Education, 45(2), 87-97.
• Reschly, D. J., & Ysseldyke, J. E. (2017). Assessment practices in special education: Evolving approaches and challenges. Remedial & Special Education, 38(3), 143-152.
• Stiggins, R. (2017). Classroom assessment for Student Learning: Doing it right — Using it well. Pearson.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the needs of all learners. ASCD.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
• Ysseldyke, J., Molitor, S., & Reschly, D. (2017). Effective assessment strategies for diverse classrooms. Educational Measurement: Issues and Practice, 36(2), 17-26.