Assignment #1:
The article on Focused ARA described
the process of the assessment of students' progression. The
techniques are simple and they let the student gain the perspective
of what they need and how strong they are in areas. The student is
assessed on the content-based standards; they are assessed in small
groups to get the best results. The evaluator is able to give simple
evaluations based on the assessment that is taken. Being organized is
the key to the assessment process in the ARA assessment. The ARA
assessment process uses the anecdotal records to monitor the
standards that the student has been given. By labeling the records
with the date and standards, there is no chance of the student being
given the same assessment. Also the records could be easily evaluate
months later due to the information being dated and neatly recorded.
Anecdotal records are neatly recorded and the observations has simple
methods of coding the observations. All the records should be written
in past tense to maintain the accuracy of the records. This type of
assessment is used to get to the accurate results from the classroom,
instead of the results from a test at a certain time in the school
year.
Assignment #2:
How do standards and benchmarks
inform assessment?
Assessment can be
built in your instruction by using the lessons of the day to assess
the student. All the daily lessons are open opportunities to assess a
few students. The assignments that the students produce give the
teacher the materials for assessment, also you can monitor and assess
some children as you work with them. Standards are set as a rule or
convention as a model of how to teach, but not the way to teach.
Benchmarks serve as measurement of the standards. They impact my
teaching by allowing me to have a guideline in what to teach, but not
how to teach. Also, the benchmarks monitors the standards taught. By
knowing the end-of-year goals, the daily tasks are now in place for
teaching; the teachers can assessment the level of understanding that
is given throughout the year. Anecdotal records assist in finding the
weaknesses of the students and can be managed by selecting a few
students to assess daily.
What role can students play in their
assessment?
Rubrics are
guidelines to monitor the progression of the assignment and the
expectations of the student. I would create a rubric that is geared
to the different lessons, once I am in a classroom. By reviewing the
rubric, the students are able to use the expectations to guide them
into a progressive production. Portfolios are created by the teachers
placing pieces of the students' work in a binder. The student and
teacher review the work periodically to see the progression of the
student. The selection of the pieces should not be only good, but all
the work should be randomly selected to get a real view of the work.
Students can select their own pieces to show their parents, they can
use it to explain their choice of selection.
How can teachers prepare for
high-stake tests?
High-stakes tests
are not accurate because they are able to display the progression of
the student. Tests can sometimes be a catalyst to a student, they
are nervous or over think and do not give their best work. The
student could be good the entire year in academics, but not be so
good on the test. To prepare the students in the best way is by using
the test guidelines in your lessons. Practice writing assignments on
a timed basis and allow the students to improve their writing skills.
Once they are strong in their writing, they can write for any genre.
How does assessment focus
instruction?
Assessment helps
in differentiate instruction by allowing the teacher to isolate, for
all students, in the areas that they struggle the most. By using the
assessments that they gained, the students that have similar
struggles can work together. The instruction can be made for the
group or individuals in the areas that they need. Once in the
classroom, I will use daily assessments to measure the progress of
the students.
