The Analytical Effectiveness Of The Assessment - 935 Words

As I reflect about the various assessments I utilized for my project, I have mixed feelings about the evaluative effectiveness of the assessments. When I began examine Jen’s formal assessments results (such as, Running Records, BY and EY Benchmarks, Sound Identification/Sigh Word Inventory forms), I believed the assessments would accurately demonstrate a positive progress Jen had made during the course of the year. What I discovered was both an intended and unintended consequence of assessment use. On the one hand, I found the assessments to be useful tools to gauge student literacy abilities. On the other hand, I believe that the focus on assessment led to the teacher developing a deficit-mindset with Jen. Often times Jen’s teacher narrowly would focus on Jen’s inability to be at grade-level or lack of drastic improvement. In fact, the only thought Jen’s teacher had was on the fact that Jen did not meet the expected reading level for the end of the year for K-2. I believe if teachers rely too much on assessment scores limits their ability to understand external factors or barriers that influence a child’s literacy. McKenna and Picard (2007) discuss the importance for teachers to view students’ word miscue analysis beyond the checks on paper and formulas. McKenna and Picard caution teachers to avoid focusing on the assessment scores because they believe children reading strategies to decode words or understand a word meaning does not always mean reading proficiency.Show MoreRelatedThe Current Practice Of Classroom Assessment1369 Words   |  6 Pagesteacher to assess student’s skills. The questionnaire provides details about the current practic e of classroom assessment. It was noticed that in Korean middle schools performance based tasks were mainly focused, classroom speaking assessment was mostly conducted in the form of testing using speaking performance tasks to evaluate the topic or follow the education policy of Korea. Assessment practices involve high order thinking and active participation. It includes performance tasks such as oral presentationsRead MoreThe Current Practice Of Classroom Assessment1479 Words   |  6 Pagesits form and meaning depend on the context, the participants, their experiences, the environment and the purpose for speaking† Assessment is generally defined as â€Å"a process of monitoring or keeping track of the learner’s progress† (Rea-Dickins, 2000, p.376). For good assessment, teacher has to be assessment literate means that they should have knowledge about the assessment strategies, techniques and concepts (Rogier, 2014). According to Lee (2010) quantitative method to collect data concerning theRead MoreThe Collegiate Learning Assessment ( Cla )782 Words   |  4 PagesHistory of how instrument developed The Collegiate Learning Assessment (CLA) was created by the Council for Aid to Education (CAE), which was founded in New York in 1952. 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I chose this instrument because I wanted to start my assessment by measuring my overall understanding of the communication process. In addition to measuring my understanding of the communication process, the tool also provided me with a measure of my communication effectiveness. The IHC instrument consists of 27 statements. Using