Part 1 Assessment In The Previous Field Experience You Desig

Part 1 Assessmentin The Previous Field Experience You Designed And I

Part 1: Assessment In the previous field experience, you designed and implemented a lesson that provided additional learning support to a selected group of students. In the final part of the assessment process, you will conduct a summative assessment for the same group of students. Your summative assessment should be designed to determine mastery of identified standards. Prior to completing the assessment, review the pre-assessment to ensure appropriate concepts are measured in the final assessment. Once your summative assessment is complete, ask your mentor teacher to review it for approval.

With permission, administer the assessment to the group of students. You may provide multiple assessment methods (oral, written, technology driven, etc.), and differentiate assessment based on the needs of the students.

Part 2: Provide Feedback Individually conference and review each student’s assessment results with him or her. During each conference, ask the following questions to engage the student: How do you feel about the lesson? What was most difficult? What was easy? During this time, begin with a positive strength of each student. Provide effective, descriptive feedback by identifying instructional goals for the student to continue working on. End on a positive note that shows compassion, justice, and concern.

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

Part 3: Reflection Submit a word reflection of your experience creating and administering a summative assessment, and providing effective student feedback. Why is it important to provide feedback to students? How will this help them? Did the data you collected in the pre-assessment help you prepare an applicable summative assessment?

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Creating and administering a summative assessment, along with providing targeted feedback to students, is a crucial component of the teaching and learning process. This process not only evaluates students’ mastery of standards but also fosters their ongoing academic growth. Reflecting on my recent experience in this regard highlights the significance of aligned assessment design, meaningful feedback, and data-informed instruction.

The initial step in this process involved reviewing the pre-assessment data. Pre-assessments serve as diagnostic tools that illuminate students’ prior knowledge, misconceptions, and areas needing reinforcement (Deneen et al., 2016). Using this data, I tailored my summative assessment to align with specific standards and concepts previously introduced during instruction. This alignment ensures that the assessment accurately measures students’ understanding and mastery. For example, in my lesson on mathematical problem-solving, students’ pre-assessment responses revealed varied levels of conceptual understanding, prompting me to differentiate the final assessment to accommodate diverse learning needs and ensure fairness and accuracy.

Designing the summative assessment involved selecting appropriate formats, such as written tests, oral responses, or technology-driven tasks, based on students’ individual needs (McMillan, 2018). Differentiation was key to providing an equitable opportunity for all students to demonstrate their mastery. For instance, students who struggled with written articulation were offered oral assessments, allowing them to communicate their understanding verbally. Such strategies promote fairness and help in capturing each student’s true level of knowledge.

Administering the assessment required careful coordination with my mentor teacher, whose review and approval added an additional layer of quality assurance. Once approved, I administered the assessment, ensuring students understood the instructions and felt supported throughout the process. Throughout the assessment, I observed students’ behaviors and engagement levels, which provided additional contextual data about their comfort and confidence with the material.

Following assessment administration, individual feedback sessions were essential in reinforcing learning and fostering confidence. I conducted one-on-one conferences with students, beginning each session by highlighting their strengths, such as persistence or creativity, to establish a positive and supportive tone (Hattie & Timperley, 2007). I then discussed their assessment results, asking reflective questions: “How do you feel about the lesson?”, “What was most difficult?”, and “What was easy?” These questions encouraged students to self-assess and articulate their understanding, promoting metacognitive skills (Schraw & Dennison, 1994). My feedback was descriptive and focused on instructional goals, such as improving problem-solving strategies or organizational skills, rather than solely giving grades. Ending these sessions with encouragement and affirmation aimed to reinforce self-efficacy and motivation.

The data collected from pre-assessments proved invaluable in shaping my formative and summative instructional approaches. It helped me identify misconceptions and targeted areas requiring reteaching or enrichment, ensuring the assessment was meaningful and relevant. Recognizing student differences allowed me to differentiate instruction and assessment more effectively, thereby improving data validity and instructional efficacy.

This experience underscored the importance of providing feedback to students. Effective feedback clarifies learning objectives, guides student efforts, and helps identify specific next steps for improvement (Shute, 2008). When students understand what they have mastered and what requires further work, they become more engaged and autonomous learners. Feedback also fosters a growth mindset, encouraging students to view mistakes as opportunities for growth rather than failures (Dweck, 2006). This process creates a supportive classroom environment where confidence and motivation flourish.

In conclusion, developing and administering a summative assessment, supported by pre-assessment data, fosters targeted instruction and meaningful student engagement. Providing descriptive and constructive feedback individualizes learning, promotes self-awareness, and enhances mastery. As educators, continuous reflection on assessment practices ensures we meet diverse learners’ needs and support their academic success. My experience demonstrated that assessment is not merely evaluative but a dynamic tool for learning and growth.

References

Deneen, C., Gann, S., Smith, S., & Pasqua, J. (2016). Assessment for Learning: An Essential Tool for Effective Teaching. Educational Leadership, 74(3), 44-49.

Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.

McMillan, J. H. (2018). Classroom Assessment: Principles and Practice. Pearson.

Schraw, G., & Dennison, R. S. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19(4), 460-475.

Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153-189.