Evidence 1. Alternative math assessment
ASSESSMENT – BEST PRACTICE
Assessment is such an important facet to education, especially when teaching to the needs of exceptional learners. This past year, I have gained a tremendous amount of knowledge on different assessment types. I had various opportunities to assess students formally and informally. I was fortunate enough to observe and interpret many formal assessments, including Wechsler Preschool and Primary Scale of Intelligence Third Edition (WPPSI-III), Wechsler Individual Achievement Test Third Edition (WIAT-III), Behavior Assessment System for Children Second Edition (BASC-2), and Woodcock Johnson Third Edition (WJ-III). I also administered many informal assessments such as DIBELS and DRA. I interpreted these assessments and used the data to write IEP reports, alter instruction and tier students for RTI.
The pieces of evidence provided above are examples of assessments that match goals and objectives in students’ IEPs. Evidence 1 and 2 presents an alternative math assessment from a specific math program given to a fifth grade student performing below grade level. Goals in this student’s IEP specifically address 80% accuracy on these assessments. This student was able to use manipulatives, such as tiles and a fake analog clock. She was also provided with visuals, such as a calendar and list of months. [See evidence 3 and 4.] I also provided examples of student-charted progress. Evidence 5 and 6 displays results from a number of decoding exercises. It is important to involve the student in the progress monitoring process. In evidence 6 above, the blue line represents benchmark. The other line represents where the child’s results fall. This is a clear visual of the progress that the child is making.
All of the evidence above meets several CEC standards under the assessment strand. The following are: 24. methods for monitoring student progress, 28. Use various types of assessment procedures (e.g., norm-referenced, curriculum-based, work samples, observations, task analysis) appropriately, and 29. interpret formal and informal assessment instruments and procedures.
I feel strongly about how I will conduct assessment in my classroom. A variety of assessment brings different benefits to the students. Standardized-testing should not be the sole deciding factor of a student’s success and future. I plan to use alternative assessments to accurately assess according to the individual needs of my exceptional learners. It is important as an educator that I implement a well-balanced approach to assessment and provided my students many opportunities to convey knowledge. Collecting data and progress monitoring has no meaning if it is not used effectively after. The assessments and data collected needs to be analyzed to alter instruction in areas that the students were not successful. Along with this, I believe in emphasizing the observations and experiences had with my students when reporting progress.