Assignment: Reflect on and critique the different types of assessment you use in your classes. Using the table format on p. 41 in Linn & Miller, describe what is being assessed. Do you notice any areas that need improvement?
As a special education teacher, I do not use the typical classroom assessments that are used in the regular classroom. Learning Disabled students tend to have test anxiety and struggle in testing situations. Instead, I use alternatives, such as independent assignments, observations, checklists, rubrics, etc. When I do use classroom assessment tools, they do not carry any more weight than regular classroom activities, but they are used to determine what skills students have grasped and which concepts they need to continue working on.
Instructionally, I teach Language Arts and Math to Learning Disabled students. Therefore, most of the general classroom assessments are in those subject areas. We have weekly spelling and vocabulary tests in Language Art. Students take the STAR Reading Assessment to determine at what reading level their independent reading choices should be. We also have a grammar assessment every five lessons to assess and review topics covered. At the end of each Math unit, students complete the text book assessment tools.
I also keep a portfolio of samples of students' work to show the progress that students have achieved. I also provide parents with quarterly progress reports of student's goals and objectives. These reports are based on classroom observation, other teacher's input, and classroom work. Each year, I use the Woodcock-Johnson Tests of Achievement in the spring. This is used to collect information for updating IEPs.
I would like to improve my assessments when it comes to assessing students based on their goals and objectives. This extra paperwork often ends up being done quickly and based on work samples and observations because of time constraints. I would like to find a more efficient way to assess and keep records on the goals and objectives.
In the past, my district has used the Iowa Test of Basic Skills (ITBS) as well as the Illinois Standards Achievement Test (ISAT)/Prairie State Achievement Examination (PSAE) to provide normative assessment data on students. This year, the administration has decided to discontinue the use of ITBS, so ISAT/PSAE will be our only normative assessment tool. Teachers have also developed end-of-the-year exams that are given as a summative assessment tool. These tests help to determine promotion/retention for those students who are not earning passing grades. In this way, if the student has learned the necessary information, even if their classroom grades do not show it, they are promoted to the next grade.
I am not quite sure that I agree with the district's decision. Yes, students do tend to get bogged down with taking tests, especially when both standardized tests are given within the same quarter, as was the case in our district. Yes, standardized tests do not always give an accurate assessment of student achievement/abilities because of the external elements that must be taken into consideration. However, I also think that if students had more exposure to such tests, they would have less anxiety about taking the tests. Sometimes their frustration, or even lack of conern, leads them to inaccurately complete assessments. If they were used to taking such tests and understood the importance of such testing practices, they would have less difficulty taking the tests. This would result in more accurate assessment results.
Type of
|
Function of
|
Illustrative
|
| Informal | Determine if students understand material. Identify needs to re-teach. |
Formative Assessment Question/Answer, |
| Observations | Assess students ability/understanding. Identify needs to re-teach. Assess organizational skills. |
Checklists |
| Weekly Spelling Test | Assess student knowledge/memory of weekly group of 20 Spelling Words. | Orally give students the words. They write down the correct spelling. I grade the words on a scale of 15 because of the understanding that many students have difficulty remembering words. By giving them all 20 but grading only 15, students are studying all words but know that if they can't remember 5 of them, it is OK. (If students do not miss 5, they are graded on all 20). |
| Weekly Vocabulary Test | Assess student knowledge/memory of vocabulary words from reading selections. | Matching Students match the words (usually about 10) to their definitions as used in the reading passages |
| STAR Reading | Identifies students' independent reading level. Identifies areas of strength and weakness. |
Placement/Diagnostic Assessment. Computerized Multliple Choice |
| Grammar Tests | Assess and review topics covered after every 5 lessons. | Short Answer, Writing Samples |
| Math Unit Tests | Assess's student's understanding of concepts and application of those concepts. | Short Answer, Problem-Solving activites, Multiple Choice |
| Woodcock-Johnson Test of Achievement | Assess student's progress of academic subjects/skills based on their current grade/age levels. Identifies students' current grade/age equivalencies. Used to update and write IEPs. |
Normative Assessment Tool Diagnostic, Placement Assessment |
| Portfolio (samples of student work) | Show student progress over time | Performance Assessment |
References:
Linn, Robert L. & Miller, M. David. (2005) "The Role of Measurement and Assessment in Teaching." Chapter 2. Measurement and Assessment in Teaching, 9th Edition. Upper Saddle River, New Jersey: Pearson Education, Inc. p. 24-44.
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Created: January 30, 2005
Last updated:
February 27, 2005
by Casey
Jo Burrus
Bingham, Illinois
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