In TASC Standard 6: 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
Assessments are an integral piece of effective classroom planning and instruction. The information gathered from various methods of assessment informs daily practice as well as the goal-setting process. Effective assessments should answer the questions, "Where are we right now?" and "where do we want to go?". These questions guide teacher and learner decisions alike, as developing meaningful growth goals becomes a collaborative experience. Additionally, assessments can be used to address the needs of the whole child, particularly when deficits in the areas of social-emotional, language, communication, and behavior are evident.
In my classroom, assessment forms the "backbone" of my instruction, in particular in regard to differentiating for my students with exceptionalities. I utilize multiple methods of assessment, including diagnostic, formative, and summative assessments that allow me to develop developmentally appropriate goals for my students, as well design relevant, rigorous instruction that leads them to meet those goals. In addition, I use assessments as litmus tests-a way to gauge if students are on track to meet their objectives, and provide learning accommodations as a support for those who are not yet there.
Please click on the images below to see how I use multiple methods of assessment in my classroom.
Introduction
Formative Assessment: Foundational Skills
Special Education Assessments
Conclusion
Assessments in early childhood classrooms should be utilized to garner information about a student's strengths and deficits, in order to build a comprehensive picture of the whole child. For assessments to be effective tools, they need to be administered at daily, weekly, and year-long intervals, and done in a way that allows students multiple opportunities to demonstrate mastery, often in ways that do not prescribe to "mainstream ways of knowing" (InTime, n.d.). When used reliably and often, assessments allow me to collect and analyze data in order to plan action steps about my follow-up instructional choices. These choices have a profound effect not only on our classroom culture but ultimately, on overall positive student outcomes.