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When I was just starting out as a student of the College of Education, assessment to me just basically meant an exam or test of some sort, like the FCAT. I figured assessments were given as a way to grade a student. Now, I personally find assessments most beneficial before a lesson is given, as demonstrated in this evidence. Assessing a student is crucial in finding out the academic potential of students. More specifically, assessments can help you to understand how a student thinks, feels, whether they ‘get it’, or they don’t. Assessing what a student already knows before you start a lesson can help you direct your instruction to meet your students’ current needs. Assessing after a lesson can help you see what your students have learned, and where you need to alter and strengthen your teaching strategies. Using both formal and informal assessments on your students is important when planning your instruction because the assessments will help you better understand your students’ needs and your instruction will reflect that and help your students keep developing.
After, and even before, writing this annotation, I learned that assessment is the most crucial aspect to meeting students’ needs and helping them develop. In the reflection in my ARI, you will see I wrote the following: “ARIs are a great form of assessing students true capabilities and motivation level. It can help you find ways to help the student also, which is what assessment is truly about.” I believe this shows that by doing this ARI project, I was able to develop the knowledge and skills necessary to assess my students and analyze the results efficiently. When performing an ARI assessment on a student, you use multiple assessments throughout, which are the reading survey, listed word reading, and passage reading. I feel this is beneficial and also necessary because having more than one form of data to analyze can produce multiple perspectives of results for one student. One very important and challenging role of the reading teacher is to get each and every student EXCITED and MOTIVATED to read, and these ARI assessments have showed me great ways to get me to know my students’ reading abilities by assessing them in different ways.
The thought bubble assessment evidence truly opened my eyes when it was implemented in my classroom. Not only did I find this a great way to assess my students’ true thoughts and feelings, but after analyzing the data, you can find better ways to help push each student to their fullest potential. I have learned that teaching one way will not reach every child in your class. There must be accommodations, exceptions, flexible changes, and multiple strategies lined up and ready to use in order to help each and every child’s unique learning needs. I am not able to meet every student’s needs simultaneously; I can’t stand up and each a math lesson and fully reach each student. But, I have been able to develop specific strategies that are directly tied to my students’ learning goals, which were determined by this evidence. I have developed lessons that involve one-on-one time, working cooperatively in groups, and writing in their journals has become a staple activity in not only math now, but most subjects. The lesson plan I provided as evidence is one example of the many strategies I have created and implemented with my class. My lesson plan shows my technique of giving each student a small amount of one-on-one time to give them a chance to work with me without the interruption or distraction of others. I definitely am an advocate for this type of strategy, and I have already started doing this in other subjects besides math as well. I have found this to be a great way to help assess your students. To develop accommodations that work for them, and to help you and your individual student create a close, honest relationship to where they can tell you their honest thoughts and feelings is vital to give them the tailored education they need.
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