Assessment
InTASC Standard 6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Introduction
Assessments are necessary components of teaching that guide my instruction. Without them, I would not be able to determine what my students took away from the lesson, unit and year. By means of effective assessments, I am able to see where students struggled and where they excelled, thereby allowing me to adjust my instruction to cater to their personalized needs. Below I will show the different types of assessments that I employ in my classroom and how I use assessments to "engage learners in their own growth, to monitor learner progress, and to guide [my] and the learner's decision making" (InTASC, n.d.).
Types of Assessments in My Classroom
Throughout the year, I check student progress using a variety of methods. These include diagnostic assessments and formative measures, such as exit tickets, vocabulary quizzes, and written and spoken assignments. I also measure progress through summative assessments, such as unit assessments, the mid-term, and final exams. Another method of measuring progress and student achievement that I use is through student projects. Below are four different types of assessments I use, as well as information on how I use the assessments to engage and invest my students.
Conclusion
Creating frequent and effective assessments is a key component to measuring students' growth, investing and engaging students in the material, and guiding instruction. Through the use of diagnostic assessments, I am able to see my students' prior knowledge, so that I know what to focus on throughout the year. I also learn about my students' strengths and weaknesses and if they need to move up to a higher level. Formative assessments, such as vocabulary quizzes and exit tickets, offer frequent check-ins and hold my students accountable during class because they know that their grade will be impacted if they do poorly on the assessments. They also give me an idea of what my students learned and retained each lesson. With that data, I am able to tailor my lessons to address common errors before I move on to a topic that is more challenging. Summative assessments, such as unit assessments, and projects give me a larger picture of what my students mastered and what they still need work on. They are also great ways to engage students in their own growth if implemented effectively. If students know what they are working towards, they have something to look forward to and know what to expect over the course of the unit or semester. They can monitor their progress. Projects are also motivating in that they are a physical representation of everything the students have learned. The students can reference their projects and visibly see their improvement. Because of this, I continue to improve the way I assess my students.