Creating an Assessment

Creating an Assessment

Mary Armas

Sanford College of Education, National University

Creating an Assessment

Creating an Assessment

As a teacher, it is important that I am able to observe students progressing both

academically and developmentally. By creating formal and informal assessments for my

students, I will be able to adjust my lessons and curriculum to better serve them in their learning.

Assessments are a critical part of lesson planning and ensuring that all students are meeting their

personal learning goals.

Type of Assessment

As a group, we created three activities for our 2nd grade math students. I chose activity

one: Anchor Chart and Two Problems of the Day. This activity uses multiple means of

representation,engagement, and expression based on the Universal Design for Learning

principles. The learning standard we were trying to meet is for Operations and Algebraic

Thinking for the students to learn how to add and subtract numbers up to twenty. For this

assignment I created an assessment on Google Forms. This exit ticket style assessment allows

me to check for understanding and application of this learning standard. The questions posed on

the exit ticket were posed to the students during the beginning of the lecture and ensures the

students are using different mental strategies to answer those content standard questions.

Why I chose this Assessments Strategy and What will I do with the collected Data

Being completely honest, I really wanted to try my hand at the Google Forms application. I have

never used any of the assessment tools before and Dr. Dickenson’s video helped me learn how to

navigate the program. Also I find that this type of exit ticket gives students more opportunities to

use their skills in technology and it gives the teacher the ability to use visuals and video to help
Creating an Assessment

students answer questions. I like the idea of using this type of assessment as a learning tool rather

than making the students feel like it is a quiz.

For my focus students: Maricela, Johnny, and Jake, I tried to create the questions for the

exit ticket using their accommodations. However I do believe I would need to accommodate

them more for this type of assessment as well. For example for Maricela, who is a English

Language Learner, I purposely used as many visuals as I could to accommodate her needs, but

there are some questions which may need to be translated more effectively for her. This exit

ticket will give her more growth opportunities because it will test her reading fluency and

comprehension of word problems and expressions. For Johnny, although he is quick to

understand math concepts, reading and comprehension is something that he is struggling with,

visuals are included in most of the questions on the exit ticket for this reason. Jake will be given

extended time for this exit ticket and will also be allowed to use counters or manipulatives if

necessary. For all three of these focus students as well as the other students in the class it is

important that the teacher reads the questions on the assessment out loud at least one time. It is

important that each of the focus students also get individual attention during this assessment to

ensure they are able to read and comprehend the questions being asked.

I would plan to use the collected data from responses on the google forms spreadsheet to

ensure that all of my students are understanding the lesson and to acknowledge who needed more

time and review of this concept. It would inform my future curriculum and I would see where my

students were successful and where they may be struggling. This type of assessment is a helpful

learning tool for students and also a useful planning tool for teachers.
Creating an Assessment

The Link to my Activity 1 Assessment:

https://docs.google.com/forms/d/1ZZhkZOUMI6ZZMO3deeKjYEjrsRHcjWsE--u8j5JG

KgY/edit?usp=sharing