The teacher uses multiple formative and summative assessment methods to engage students and monitor progress, including daily conversations, exit tickets, conferences, progress checks, tests, evaluations, and project submissions. These assessments provide insights to guide instruction and show student growth beyond only end of unit exams. Samples shown include a student project where they drew inferences and cited text evidence to demonstrate comprehension.
The teacher uses multiple formative and summative assessment methods to engage students and monitor progress, including daily conversations, exit tickets, conferences, progress checks, tests, evaluations, and project submissions. These assessments provide insights to guide instruction and show student growth beyond only end of unit exams. Samples shown include a student project where they drew inferences and cited text evidence to demonstrate comprehension.
The teacher uses multiple formative and summative assessment methods to engage students and monitor progress, including daily conversations, exit tickets, conferences, progress checks, tests, evaluations, and project submissions. These assessments provide insights to guide instruction and show student growth beyond only end of unit exams. Samples shown include a student project where they drew inferences and cited text evidence to demonstrate comprehension.
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. Assessment is important to recognize student growth and concept understanding. I utilize both formative and summative assessments in varying ways depending on subject matter and current curriculum topics. Examples of formative assessments I use include: daily conversations to cover material, which I record on a student-by-student response basis; exit ticket check-ins; one-on-one and small group conferences; and progress checks (ongoing reviews of student work). Examples of summative assessments I use include: whole-class tests, small group evaluations, and submissions of project-based learning activities. These are all variations of types of assessment that can be recorded, and they also give an insight on how I collect data to guide my instruction. I believe end of unit assessments should not be the only way of gauging a student's ability. This is why I differentiate, as mentioned above. The photos below give some student samples of how I assess: The photos are of a project-based activity after a lesson where we talked about making inferences and using text evidence. The students were to draw 3 pieces of text evidence in their picture and paste the evidence near where it was in their drawing. They were also supposed to make 2 inferences on what might also be happening, using the text evidence for support.
Getting Started with Teacher Clarity: Ready-to-Use Research Based Strategies to Develop Learning Intentions, Foster Student Autonomy, and Engage Students