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ECTA323-Standard 7 Assessment and Data Analysis Reflection.docx

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Standard Assessment and Data Analysis Reflection(Formally known as Competency: Teacher as Evaluator)Standard 7 – Standard Assessment and Data Analysis:The teacher understands and uses formative and summative assessment strategies toassess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction. The teacher monitors the performance of each student and devises instruction to enable students to grow and develop, making adequate academic progress. Artifacts:Tab #15 Softball AssessmentTab # 12 Tyler Online GradebookTab #13 FitnessGram Graphical SummarySeveral times a year, millions of school-age children throughout the United States sharpen their No. 2 pencils and prepare to take the MAP (Missouri Assessment Program) Test. It's a ritual that has come to represent the commitment to high academic standards and school accountability. Parents use test scores to gauge their child's academic strengths and weaknesses; communities rely on these scores to judge the quality of their teachers and lawmakers use these scores to hold public schools accountable for providing quality education.Using assessments to improve both teaching and student learning is not a new concept.Benjamin Bloom first described the practice of Mastery Learningand showed us how toconduct this process in practical and highly effective ways.Mastery Learning yieldsnot onlyeffective cognitive or achievement outcomes;but alsoimprovementsin student confidence, school attendance, participation in class, attitudes toward learning, and a variety of other affective measures.
Quality Indicator 1 – Effective Use of Assessments: The teacher candidate describes, develops, analyzes, and implements formal and informal assessments. Given the importance of teacher quality for improving student achievement, teacher assessment has emerged as an important tool in improving education. In addition to measuring the quality of teacher practice, teacher assessment also serves to further the discussion about what is considered good teaching practice.The assessment terms formative and summative do not have to be difficult, yet the definitions have become confusing in the past few years. This is especially true for formative assessment. In a balanced assessment system, both summative and formative assessments are an integral part of information gathering. Depend too much on one or the other and the reality of student achievement in your classroom becomes unclear. The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards. Although the information that is collected from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. Because they are spread out and occurafter

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Term
Summer
Professor
N/A
Tags
Educational Psychology, Formative assessment, Summative assessment, Educational assessment and evaluation

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