Week 13 Assignment

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.