Formative Assessments
Formative assessments are critical toward shaping my instruction during a unit and across units. These progress check-ins allow me to gauge how my students are understanding the given concepts. I have developed and evaluated formative assessments such as:
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Summative Assessments
Summative assessments are also critical toward my analysis of student understanding about a given unit. Performance on summative assessments (as well as formative) guides how I instruct the unit again, such as what changes I might need to make in order for more students to be successful. As a teacher, I also give various forms of summative assessment. I recognize that students may be more confident and more able to express their knowledge when presented with different types of assessment (e.g. multiple choice test, open-ended response, speech, presentation). I have developed and evaluated summative assessments such as:
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Standardized Assessments
Collecting data informs my instruction for individual students, small groups, and whole class. I have analyzed data from the Northwest Evaluation Association (NWEA) assessments, Fastbridge assessments, Star Reading and Math assessments, and Alabama Comprehensive Assessment Program (ACAP) assessments to inform my instruction for reading and math. I used scoring and knowledge of students’ academics to determine homogeneous small groups for reading and math activities.
I have used Qualitative Reading Inventory-5 (QRI-5) assessments to track the instructional level of individual students and to track their reading development using the Modified Cognitive Model. From this, I have developed individual lesson plans and small group lesson plans for students at similar levels.
I also have had experience with preparing ELL students for the WIDA assessment. I also referred to the WIDA performance definitions for speaking, listening, writing, and reading when developing my lesson plans and analyzing student progress.
I have used Qualitative Reading Inventory-5 (QRI-5) assessments to track the instructional level of individual students and to track their reading development using the Modified Cognitive Model. From this, I have developed individual lesson plans and small group lesson plans for students at similar levels.
I also have had experience with preparing ELL students for the WIDA assessment. I also referred to the WIDA performance definitions for speaking, listening, writing, and reading when developing my lesson plans and analyzing student progress.
Collaboration with Grade Level & Professional Learning Community
I participate in weekly grade level and Professional Learning Community meetings. These allow for collaboration among my colleagues and administration. At these meetings, we discussed course curriculum, student progress, on-track and off-track data, Common Formative Assessments, and professional development strategies.