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Assessments in the Classroom

Shelby Piatt

There are many different ways for teachers to assess students. They do this
to see what level a student is preforming at academically. They need to know if the
student is at grade level or if a student is below or above grade level. This helps the
teacher figure out a course of action for the student. If the student is below they will
know to give the student extra help in the subject and if the student is above grade
level it helps them to keep the student moving forward with their education. This
also helps teachers see if their lesson plans are effective.
A quantitative test would be a test held in the classroom. This test would
probably be over a lesson that was taught previously and use to determine how
effective the lesson that the teacher taught was for the students. Quantitative
assessments yield numerical scores that teachers use to evaluate the student
learning as well as the effectiveness of their teaching (Parkay, 2016). This test is
different compared to a qualitative approach. Qualitative assessments are more
about student interacting or eagerness to learn the material in the way that the
teacher is presenting it. It also has to do more with self-evaluation of work
completed and developing key learning strategies. These are all observations of the
students while working not written test or quizzes. Qualitative approaches may
include formal and informal observations of students performance on various
learning tasks, the manner with which they approach those learning tasks, or
students self- reports of their interests and attitudes (Parkay, 2016).
When teachers measure students attainment of knowledge and skills for the
purpose of making decisions about their teaching, they are engaging in formative
evaluation (Parkay, 2016). This approach helps the teacher decide whether or not
the lesson is effective or if it needs to be presented in a different manner for
students to get a better understanding the topic. They use class discussions,

homework and other methods to get an accurate measurement of this type of

assessment. An overview of an entire year is called summative evaluation. This is
used in determining whether or not a student is ready to move on to the next grade
level. They must take all subjects into account instead of one or a smaller amount of
work like formative.
Some emerging trends in classroom assessment are, authentic assessment,
peer assessment, self-assessment, and project-based learning. I believe I will
incorporate all of these into the classroom. Since I am going into an elementary
level classroom it will be very simplistic versions of these assessments. Authentic
assessment requires students to use higher-level thinking skills to preform, create,
or solve a real-life problem, not just choose one of several designated responses, as
on a multiple-choice test item (Parkay 2016). One way I would do this is by using
the story we read in class each week and having the students give ideas on how to
fix or change the story, this would cover solving a real-life problem or creating. Peer
assessment would cover having another student look over someone elses work and
correcting it. I would incorporate this type of assessment when conducting stations
throughout the classroom. I could not be at every station at once so I would have
the students proof read each others sentences or go over each others math work.
That way if they both got stuck on a problem I could go help. This would eliminate
everyone requiring my help all at once. I would use self-assessment on reading. I
would pass out a few books to each student. All the books the student receives are
at once reading level and after a few days with the books the students will tell
whether the books were too hard, too easy, or just right. If the books were too hard
we would bump them down a little bit, if they were too easy we would bump them
up a level, and if they were just right we would keep them around that same level

for another week. Lastly, project- based learning. This could be help the students
learn to work together. I would put them in groups and let them teach the class
something that we would not learn regularly. This would be like a show and tell time
for the students.

Parkay, F.W. (2016). Becoming a teacher. Upper Saddle River, NJ; Pearson.