3.3 using assessment information to plan, evaluate, and revise instruction that meets the needs of all students, including those at differing stages of development and from differing cultural and linguistic backgrounds.
Assessment information should be used to plan, evaluate, and revise instruction to meet the needs of all students at differing stages of development and from differing cultural and linguistic backgrounds. Determining a student’s abilities through various forms of assessment can provide valuable information to guide a teacher in planning for instruction. When looking at assessment results, student’s strengths should be built upon while still challenging a student to go beyond their current level of accomplishment. Areas that show room for a student to grow should also be focused on in upcoming instruction in a way that allows the teacher to scaffold instruction to ensure the student is successful. Students from different cultural and linguistic backgrounds may need different or additional supports to allow them to achieve the most growth and success. In addition to using assessment to plan for upcoming instruction, assessment can also be used to determine if past instruction was appropriate and successful. If assessment results show that students did not make gains in certain areas, then there would be cause to evaluate the instruction that was given in those areas. Various approaches may need to be used until an effective approach is found.
The artifacts I chose to show my knowledge of using assessment information to plan, evaluate, and revise instruction are a stixy presentation, a reading miscue analysis report, and a reading miscue analysis powerpoint. The stixy presentation was done as a final project after working with a student and implementing a wide range of formal and informal assessments. The assessment results are summarized and suggestions for the next steps for the student’s instruction are also included. These were based on his strengths and areas that left room for growth as was determined by assessment results. The reading miscue analysis report was written to describe a student that I worked with individually. It describes her as a person as well as describes her as a reader. The portion that describes her as a reader was based on assessment results. Her strengths, areas for growth, and suggestions for upcoming reading instruction are also described in this report. In the reading miscue analysis powerpoint, the assessment results are given as well as a section for strengths, a section for room for growth, and a section for instruction that would be helpful to the student. All of these things show that I have used a wide range of assessments to guide instruction with students.
Assessment information should be used to plan, evaluate, and revise instruction to meet the needs of all students at differing stages of development and from differing cultural and linguistic backgrounds. Determining a student’s abilities through various forms of assessment can provide valuable information to guide a teacher in planning for instruction. When looking at assessment results, student’s strengths should be built upon while still challenging a student to go beyond their current level of accomplishment. Areas that show room for a student to grow should also be focused on in upcoming instruction in a way that allows the teacher to scaffold instruction to ensure the student is successful. Students from different cultural and linguistic backgrounds may need different or additional supports to allow them to achieve the most growth and success. In addition to using assessment to plan for upcoming instruction, assessment can also be used to determine if past instruction was appropriate and successful. If assessment results show that students did not make gains in certain areas, then there would be cause to evaluate the instruction that was given in those areas. Various approaches may need to be used until an effective approach is found.
The artifacts I chose to show my knowledge of using assessment information to plan, evaluate, and revise instruction are a stixy presentation, a reading miscue analysis report, and a reading miscue analysis powerpoint. The stixy presentation was done as a final project after working with a student and implementing a wide range of formal and informal assessments. The assessment results are summarized and suggestions for the next steps for the student’s instruction are also included. These were based on his strengths and areas that left room for growth as was determined by assessment results. The reading miscue analysis report was written to describe a student that I worked with individually. It describes her as a person as well as describes her as a reader. The portion that describes her as a reader was based on assessment results. Her strengths, areas for growth, and suggestions for upcoming reading instruction are also described in this report. In the reading miscue analysis powerpoint, the assessment results are given as well as a section for strengths, a section for room for growth, and a section for instruction that would be helpful to the student. All of these things show that I have used a wide range of assessments to guide instruction with students.