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JONATHAN R.

DEL CASTILLO, BEED III SPED

PURPOSES OF ASSESSMENT
TEACHING AND LEARNING

The primary purpose of assessment is to improve students’ learning and teachers’
teaching as both respond to the information it provides. Assessment for learning is
an ongoing process that arises out of the interaction between teaching and
learning.

What makes assessment for learning effective is how well the information is used.

SYSTEM IMPROVEMENT

Assessment can do more than simply diagnose and identify students’ learning
needs; it can be used to assist improvements across the education system in a
cycle of continuous improvement:

 Students and teachers can use the information gained from assessment to
determine their next teaching and learning steps;

 Parents and families can be kept informed of next plans for teaching and
learning and the progress being made, so they can play an active role in their
children’s learning;

 School leaders can use the information for school-wide planning, to support
their teachers and determine professional development needs;

 Communities and Boards of Trustees can use assessment information to
assist their governance role and their decisions about staffing and resourcing;
and

 The Department of Education can use assessment information to undertake
policy review and development at a national level, so that government
funding and policy intervention is targeted appropriately to support improved
student outcomes.

CONTEXTUALIZED ASSESSMENT

Contextualized instruction involves developing activities that:
– Involve students in applying knowledge in real world situations
– Involve students working on teams
– Involve students in reflecting on what they learned through the activity
activity
– Involve teachers in coaching more, which requires more formative
assessment

and/or estimating the features. The ultimate purpose of assessment is to support and enhance student learning. or scared every time they have to go to school. formal proposal vs. For example. DEL CASTILLO. which is an irrational.. Assessment shall consider a wide range of relevant performance information. These children seem fine at home but consistently become anxious. Educational assessment in the New Canaan Public Schools shall embrace the following principles and values: 1. Assessment shall focus on all key areas of student learning and development: core academics. PHILOSOPHY OF ASSESSMENT Assessment is the act of evaluating. .g. the arts. appraising. Our friend Dave was normally very well behaved during math and science class but could act very inappropriately during language and art. depressed. qualities. Sometimes. and needs of individuals. a student may be calm during class time but is always upset in the cafeteria. social responsibility. and physical fitness. meeting presentation) ECOLOGICAL ASSESSMENT An ecological assessment is a comprehensive process in which data is collected about how a child functions in different environments or settings. e. Every student is a complex individual with a broad spectrum of abilities. Other children even have school phobia. performances. and institutions. BEED III SPED Consider how student learning from a task aligns with: • Exit or licensing exam items • Industry or subject standards Include more formative assessments to support learning of: • Technological processes (content‐specific) • Social processes (teamwork and project management) o Social‐technical technical processes (communication (communication approaches approaches with different audiences. standardized and non-standardized. persistent fear of going to school. 2. programs. formal and informal. at school. JONATHAN R. 4. and knowledge. students eligible for special education perform or behave well in some environments but have difficulty in others. intellectual ability. 3. skills.

7. Student Engagement and Motivation 5. 6. Assessment shall be systematically linked to analyses of teacher and school system performance and instructional improvement. BEED III SPED 5. Assessment data shall be communicated to students. Reliability 3. 8. and individual aptitudes. and community on a timely basis. DEL CASTILLO. COMPONENTS OF QUALITY ASSESSMENT 1. Content Validity 2. Consequential Relevance . Fairness 4. parents. JONATHAN R. Information on how to understand and use assessment data shall be provided regularly to the educational community. Assessment shall be based on valid standards such as grade level expectations. appropriate reference groups.

Spider Map. Closure: I will review the animals from the story. Also. As we read the book the students will echo the name of the animal after me."Panda Bear. Accommodations For this lesson I will use pictures of the animals from the story as I talk : about the animals in order for ELL students and PPCD students. Book . As the students tell me the names of the animals I will write them in a spider map on large chart paper. After all the animals from the story have been named. This lesson went well. Goals: TEKS not applicable . BEED III SPED Teacher Name: Ellen Hidalgo Grade: Preschool Subject: Special Education Topic: Animals Thinking Skills Structures . After we finish reading the story I will ask the students to Development: identify the animals from the story. I will assess the lesson by pointing to a picture of an animal and asking Evaluation: individual students to tell me the name of the animal. Panda Bear. we will go back through the book to make sure we named all the animals. What Do You See?". Panda Bear. DEL CASTILLO. I chose to focus on the animals in the story because we were in an animal unit and the names of the animals . What Do You See?". What Do You See?" Chart Paper Marker Materials: Pictures of Animals Introduction: Read the book "Panda Bear. it was part of a week of reading lessons using "Panda Bear. Students will work together to recall Practice: animals from the story. I will show students pictures of the animals to help them remember the names. This book had names of endangered animals and the information was new to the students. Teacher I made modifications to this lesson for English language learners to Reflections: connect a picture of the animal to the name of the animal. I chose this structure because it is important to help students learn how to organize information. JONATHAN R.PPCD/Pre-Kindergarten Class The student will be able to identify the animals from the book "Panda Objectives: Bear. it allows the students to learn about the main idea of the book and recall Content: details from the story. so I chose to focus the lesson on that new information. Checking For I will check for understanding by pointing to the name and picture of Understanding: the animals and having the students identify the animals. What Do You See?". Panda Bear. Panda Bear.

. DEL CASTILLO. JONATHAN R. BEED III SPED were mostly new to the students and I wanted them to learn about the endangered animals featured in the book.