Adam Edwards PRQ#4 Final Draft T 10/8/13 In what ways can I enlarge and enhance student learning through

assorted assessment measures? Love and Respect If I would lik to nlar! and n"an# stud nt l arnin! I n d to ! t to

know m$ stud nts% An assortm nt of ass ssm nt m asur s t"at suits t" di& rsit$ and s' #ifi# n ds of m$ stud nts is on wa$ to nlar! and (' #t d to us a &ari t$ of informal

n"an# stud nt l arnin!% T a#" rs ar

and formal) as w ll as formati& and summati& ass ssm nts) at &ar$in! l & ls of #o!niti& d mand to d t rmin stud nts* 'ro!r ss and 'lan instru#tion% +TPE) ,013T" r ar a &ari t$ of r sour# s t"at #an d t rmin "ow a t a#" r .ud! s a stud nt% Information a/out famili s is us ful for ass ssin! knowl d! ) skills) and / "a&ior% En!lis" l arn rs) IEP stud nts) 004 stud nts) and 1ATE stud nts r 2uir nri#" d and diff r ntiat d instru#tion t"at must

/ ass ss d a##ordin!l$% Pr 3ass ssm nt t"rou!" 456 #"arts or writt n r s'ons s #an r & al t" stud nts* 'rior3knowl d! for a#" unit% 7a&in! a /asi# und rstandin! of t" ir 'rior3knowl d! is im'ortant / #aus t" r is no n d to #o& r information t"at t" $ "a& alr ad$ mast r d) and it is

us ful to know w" r to start t" unit% Durin! !rou' work) s at work) r &i ws) or (' rim nts) formati& ass ssm nt #an / a##om'lis" d% A t a#" r "as t" o''ortunit$ to 'ro&id f d/a#k w" n stud nts do not full$

und rstand% A !ood t a#" r is a/l to ada't mid3l sson and mak on3!oin! #"an! s to instru#tion /as d on formati& ass ssm nt% 8ti#kin! to t" 'lan no matt r w"at) is not a !ood si!n9 a t a#" r must / on t" ir to s and willin! to s#rat#" t" ir 'lans for t" sak of nlar!in! and n"an#in! t" l arnin! of t" ir stud nts% +TPE) ,0139 :urd n ; :$rd) ,0138ummati& ass ssm nts ar s' #ial% If us d in#orr #tl$) t" $ #an / n !ati& l$ int rnali< d /$ stud nts r sultin! in risk3mana! m nt and a f lin! of "o' l ssn ss% =n t" ot" r "and) if a t a#" r !i& s out an A l tt r

!rad wit"out t" 'r s n# of tru und rstandin!) stud nts #an / #om ntitl d and la<$% 8ummati& ass ssm nt #an / a su## ss if t" $ 'ro&id #onfid n# % A stud nt s"ould also f l 'us" d /ut not o& rw" lm d /$

summati& ass ssm nt% : "a&ior3mana! m nt is not tru und rstandin!9 #a'itali<in! on r infor# m nts and mod lin! / "a&ior ar strat !i s t"at ma$ a#"i & t" ri!"t answ r wit"out makin! m anin! t"at is r l &ant% T"at is t" dan! r wit" summati& ass ssm nts% 8kinn r would a!r t"at

stud nts w"o know "ow to stud$ know "ow to limit t" " l' t" $ r # i& from 'rim s and 'rom'ts% Takin! own rs"i' and #r atin! is m anin!ful to t" indi&idual) and t"at is t" m asur /$ w"i#" summati& ass ssm nts s"ould "old t" ms l& s% +8kinn r) 1>?89 :urd n ; :$rd) ,0139 8ti!!ins) 1>>@Pro&idin! a &ari t$ of ass ssm nt is n!a!in! and #aus s stud nts to wr stl wit" t" sam 2u stions in diff r nt wa$s% T" $ ma$ & n ! t diff r nt answ rs) /ut t" id a is t"at t" $ "a& und rstood t" mat rial and

"a& t" #a'a#it$ to 'ro&id

&id n# for w"at & r answ r t" $ #om u'

wit"% Produ#t and ' rforman# t$' ass ssm nts !i& t" stud nts an outl t to 'r s nt t" ir #as wit" (# ll n# and 'rof ssionalism% T"is is &ital in makin! stud nts #oll ! and #ar r r ad$% A 'rodu#t of und rstandin! is

s' #ial / #aus it li& s on) 'ast t" du dat ) ins'irin! stud nts /$ t" ir own a##om'lis"m nts% Ass ssm nt is 'ow rfulA 5 all want to / .ud! d wit" lo& and r s' #t% +:urd n ; :$rd) ,0139 8ti!!ins) 1>>@-

:%F% 8kinn r) +1>?8-% T" T #"nolo!$ of T a#"in!% 1st d% B w Cork) B%C %D E r dit" For'oration% :urd n ; :$rd) +,013-% E t"ods for Eff #ti& T a#"in!% ?t" d% B w G rs $D P arson In#%% 4an ) 8% +,001-% T a#" r P rforman# E(' #tations% In Furri#ulum and E t"ods R ad r% Falifornia Fommission on T a#" r Fr d ntialin!% 8ti!!ins) R% +1>>@-% Fommons ns 'a' r and ' n#il ass ssm nts H&id oI% +A&aila/l from Ass ssm nt Trainin! Institut ) In#%D P arson-