Some of the types of assessments I

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Dec 6, 2023

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Some of the types of assessments I've used in the classroom include: checklists, tests, quizzes, exams, and the descriptive review. The results of checklists, tests, quizzes, exams were scored numerically and used to measure specific content knowledge or to make decisions of whether a child needed additional specialized help. Some professional and ethical standards related to assessing student progress and achievement include: 1) making sure that documentation of the child's work is as accurate and reliable, 2) utilizing non-biased formal and informal assessments 3) identifying, developing, recommending and integrating accomodations/modifications that would best support the child and 4) Collaborating with familiies and other colleagues to complete assessments. The hardest part would probably be wondering whether I am correctly identifying and developing the accomodations/modifications that would be the most appropriate/helpful for the child. The university of phoenix's conceptual framework states that it is the "guiding structure for the design, implementation and evaluation of programs and expectations". Assessments are also the backbone for designing the content to teach, determining how to teach, and to measure the effectiveness of the instruction for the individual students. _____________________________________________________________________________________ ____ I have used several formal and informal assessment tools for various purposes. I have used assessments to measure student understanding of a specific skill or topic with teacher-created handouts. I have used assessments such as the Verbal Behavioral Milestones Assessment and Placement Program (VB-MAPP), the Brigance, Fountas & Pinnell, the Qualitative Reading Inventory (QRI) to draft Present Levels of Academic Achievement and Functional Performance Statements (PLAAFP) section of a student's Individualized Education Program. Within this context of developing present levels and goals in a student's IEP, I will use assessments to identify specific strengths and areas of needed growth for each goal area listed on the IEP. Last year, I worked briefly in a general education setting and was tasked with administering formal statewide tests to students. I administered the test in a room with students all receiving it. I created an index card for each student listing the tools they could access, such as text-to-speech and calculators. I had some students for state testing whom I worked with previously to provide reading interventions or while co-teaching in their classroom. Specific supports were given to students consistently before state testing, such as a human reader or scribe; however, this accommodation was not listed on the student's IEP, so I could not offer this support during testing. Watching students frustrated and not assessed fairly on standardized tests because adults have failed to document their needs properly is an ethical and moral aspect of assessments I have struggled with considerably. The most pertinent issue I face is I currently work with students with extremely limited communication needs; however, most of the assessments approved by the school for certificated students are based heavily on students responding verbally. I can often adapt assessments based on a student's needs if I am informally gathering data for skill tracking or present levels. Still, this same flexibility is not given for aspects such as state tests or formal re-eval years for a student's IEP.
My obligation as an educator to create novel tools and methods of instruction for students who are limited to non-speaking directly correlates with the idea of leading through innovative practices. In the two years I have spent educating children with severe needs, I have learned to avoid feeling comfortable and unquestioning in what is common practice for a local district or school. Sometimes, the most effective and ethical choice that can be made for a student derives from something new and outside of the comfort zone. ________________________________________________________________________________ I have used many different assessments in my classrooms. While I worked in the middle school there was a school wide math and ready tests that happened 3 times a year and their progress was monitored and if they were not making enough progress then supports were put in place. In my current classroom, I have used formal assessments of tests and quizzes. I have also used homework and practice worksheets to help assess understanding of the material. I also will do a warm up question at the start of class that relates to the previous day's lesson to help identify what they remember and what needs to be reviewed. During the lesson I will ask whole class questions and will also ask to get a thumbs up on how they are feeling about the topic. Many of these results help me to identify what I need to review and what they have down. In assessing student progress it can be hard to be fair. This comes in part due to the fact that each student is different and has different needs in accommodations and modifications in order to succeed. It can be hard to make sure that everyone is getting what they need. It can also be challenging to accurately document student progress. Depending on what type of special education position you have there might be many other jobs that you are trying to balance and making sure that the progress of every student is accurate and reliable can be a challenge. This can be a challenge in a general education classroom where you have many students who might be hard to keep track of. It can also be a challenge in a self-contained classroom where each student is requiring different levels of support and some days you do not have the time or energy to document what you were able to do and what happened. The topic is related to the framework by practicing professional ethics in making sure that assessments are fair for all learners. It also related to engaging in reflective practice in that if an assessment shows no growth that the material is retaught to do better and even ask the students what the issue was to try and change that.
Some of the types of assessments I've used in the classroom include: checklists, tests, quizzes, exams, and the descriptive review. The results of checklists, tests, quizzes, exams were scored numerically and used to measure specific content knowledge or to make decisions of whether a child needed additional specialized help. Some professional and ethical standards related to assessing student progress and achievement include: 1) making sure that documentation of the child's work is as accurate and reliable, 2) utilizing non-biased formal and informal assessments 3) identifying, developing, recommending and integrating accomodations/modifications that would best support the child and 4) Collaborating with familiies and other colleagues to complete assessments. The hardest part would probably be wondering whether I am correctly identifying and developing the accomodations/modifications that would be the most appropriate/helpful for the child. The university of phoenix's conceptual framework states that it is the "guiding structure for the design, implementation and evaluation of programs and expectations". Assessments are also the backbone for designing the content to teach, determining how to teach, and to measure the effectiveness of the instruction for the individual students.
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