*** ALL PARTS OF THIS PROJECT NEED TO BE DONE*****
First, as part of this collaborative team project, each student in the group will select a different age group (PreK-3rd grade) to visit and solicit information about how the teacher assesses students in their respective classroom setting. Each group member will explore possible answers to the following five main questions through observations, research, and/ or interviews with the teacher:
What assessment tools are being used?
What is the purpose of each assessment?
What are the limitations of the assessment used?
What are the benefits of the assessment used?
How does the assessment results help the teacher make informed decisions that lead to instructional change?
How are assessment results shared with students and parents so that ownership of learning is taking place?
If you need additional questions to guide you in this process, you may want to ask the following questions as well:
What is the teacher’s understanding of assessment?
What does the teacher explain what assessment is and what it is not?
Why is assessment important to the teacher’s instruction?
What types of assessment methods does the teacher use? (Formal assessment, informal assessment, authentic assessments, alternate assessment,
Which techniques does the teacher use in daily activities that may be considered “formative” assessments?
What are the benefits and challenges of assessments embedded within activities?
How does the teacher communicate the assessment results to parents?
In order to utilize the individual reports and to gain insight into what assessment looks and feels like in various classrooms settings, the group will need to do the following:
Each group member will explore, discuss and compile their findings and will answer to the five main questions from their respective classrooms,
The group will discuss the components of what an effective assessment system looks and feels like in each of their selected classrooms.
The group will further discuss a single assessment method that they found to be most effective in the age group they observed in their selected classrooms.
After collaboration on the selection of an assessment tool, each member will be responsible for addressing the five main questions to compile their reports.
Group members will then need to come together to analyze their findings and merge these findings into a well-written proposal based on their individual reports. The group report should not be merely a copy and paste of each individual report, but must display a thought process that makes connections that are relevant in addressing the five questions collectively. The group will need to support their position with information from the readings, class discussion, and their experience on-site.
The final group report must include sections in the report that clearly define the five components to include: Assessment Tools and Purposes, Limitations of the Assessment, Benefits of the Assessment, Assessment Results and Informed Decision Making, Communicating Assessment Results with Students and Parents.
Please note: When writing your final report, the group will need to specifically address how assessment results are evaluated to recognize cultural and linguistic differences and how test results are interpreted to determine placement, progress, and achievement of LEP (limited English proficiency) students for each of the five main areas included in your report.
The final report will need to be 5-8 pages of content, excluding the title and reference pages. Pages must have 1-inch margins on all sides. Use only 12-point Times New Roman. Remember to cite all sources used in the text of the paper. Include a reference list of your sources in standard APA style on the last page.First, as part of this collaborative team project, each student in the group will select a different age group (PreK-3rd grade) to visit and solicit information about how the teacher assesses students in their respective classroom setting. Each group member will explore possible answers to the following five main questions through observations, research, and/ or interviews with the teacher:
What assessment tools are being used?
What is the purpose of each assessment?
What are the limitations of the assessment used?
What are the benefits of the assessment used?
How does the assessment results help the teacher make informed decisions that lead to instructional change?
How are assessment results shared with students and parents so that ownership of learning is taking place?
If you need additional questions to guide you in this process, you may want to ask the following questions as well:
What is the teacher’s understanding of assessment?
What does the teacher explain what assessment is and what it is not?
Why is assessment important to the teacher’s instruction?
What types of assessment methods does the teacher use? (Formal assessment, informal assessment, authentic assessments, alternate assessment,
Which techniques does the teacher use in daily activities that may be considered “formative” assessments?
What are the benefits and challenges of assessments embedded within activities?
How does the teacher communicate the assessment results to parents?
In order to utilize the individual reports and to gain insight into what assessment looks and feels like in various classrooms settings, the group will need to do the following:
Each group member will explore, discuss and compile their findings and will answer to the five main questions from their respective classrooms,
The group will discuss the components of what an effective assessment system looks and feels like in each of their selected classrooms.
The group will further discuss a single assessment method that they found to be most effective in the age group they observed in their selected classrooms.
After collaboration on the selection of an assessment tool, each member will be responsible for addressing the five main questions to compile their reports.
Group members will then need to come together to analyze their findings and merge these findings into a well-written proposal based on their individual reports. The group report should not be merely a copy and paste of each individual report, but must display a thought process that makes connections that are relevant in addressing the five questions collectively. The group will need to support their position with information from the readings, class discussion, and their experience on-site.
The final group report must include sections in the report that clearly define the five components to include: Assessment Tools and Purposes, Limitations of the Assessment, Benefits of the Assessment, Assessment Results and Informed Decision Making, Communicating Assessment Results with Students and Parents.
Please note: When writing your final report, the group will need to specifically address how assessment results are evaluated to recognize cultural and linguistic differences and how test results are interpreted to determine placement, progress, and achievement of LEP (limited English proficiency) students for each of the five main areas included in your report.
The final report will need to be 5-8 pages of content, excluding the title and reference pages. Pages must have 1-inch margins on all sides. Use only 12-point Times New Roman. Remember to cite all sources used in the text of the paper. Include a reference list of your sources in standard APA style on the last page.
