Assessment Strategies and Philosophy
I feel that the evaluation or estimation of a student’s ability and quality of achievements should be monitored throughout the school career. I plan to work as a team to build measurable goals, and scoring guides in collaboration to ensure the best optimal success in every classroom. I believe that assessing each student’s academic knowledge repeatedly will create a school that supports positive student learning. Once a student is assessed the results should be used as a tool for re-teaching until the student grasps the lesson.
I feel that the evaluation or estimation of a student’s ability and quality of achievements should be monitored throughout the school career. I plan to work as a team to build measurable goals, and scoring guides in collaboration to ensure the best optimal success in every classroom. I believe that assessing each student’s academic knowledge repeatedly will create a school that supports positive student learning. Once a student is assessed the results should be used as a tool for re-teaching until the student grasps the lesson.
- Assessments should serve as a meaningful source of information. This information will help me identify what I taught well and what I need to work on within my classroom objectives and lessons.
- While analyzing assessment results it will be more about my reflections and recognizing that the assessment's purpose is not intended to be about what I do as a teacher but ultimately what my students are able to do.
- When creating assessments, I will reinforce my beliefs of different teaching approaches for my different learners and that will transcend into my assessment.
- Students that have few or no learning errors should receive enrichment activities that help expand their learning.
- My assessments will not be based on a “one and done” experience for my students. Assessments are meant to be a part of an ongoing effort to help aid in student learning.
- When creating assessments the Wiggins and McTighe’s backward design model will effectively allow my focus to be on the who, what, when, where, and how aspects of student learning.
- Students should be given helpful corrective instruction (student -friendly feedback) and the opportunity for a second chance to show their new level of competency. Second chances are for both myself and the students. It will show me the effectiveness of my feedback while increasing student’s success in learning.
- The assessment criteria and expectations will be clearly stated through my defined scoring guides. Assessments and Scoring guides are meant to be all encompassing