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  • Assessment Strategies

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    The document describes 10 different types of assessments used by a teacher. These include 1) observations of student engagement and understanding during lessons, 2) pre-assessments of prior knowledge using questions, 3) post-assessments from curricula or teacher-created to check retention, 4) weekly summative assessments of reading, vocabulary and spelling, 5) math games on Friday to assess weekly skills, 6) worksheets throughout the week to assess mastery of skills, 7) use of dry erase boards for quick checks of understanding, 8) body movements to represent equations or answers, 9) thumbs up/sideways signals to gauge understanding, and 10) verbal answers from students to check involvement and understanding.

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    The document describes 10 different types of assessments used by a teacher. These include 1) observations of student engagement and understanding during lessons, 2) pre-assessments of prior knowledge using questions, 3) post-assessments from curricula or teacher-created to check retention, 4) weekly summative assessments of reading, vocabulary and spelling, 5) math games on Friday to assess weekly skills, 6) worksheets throughout the week to assess mastery of skills, 7) use of dry erase boards for quick checks of understanding, 8) body movements to represent equations or answers, 9) thumbs up/sideways signals to gauge understanding, and 10) verbal answers from students to check involvement and understanding.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    24 views2 pages

    Assessment Strategies

    Uploaded by

    api-639293682
    The document describes 10 different types of assessments used by a teacher. These include 1) observations of student engagement and understanding during lessons, 2) pre-assessments of prior knowledge using questions, 3) post-assessments from curricula or teacher-created to check retention, 4) weekly summative assessments of reading, vocabulary and spelling, 5) math games on Friday to assess weekly skills, 6) worksheets throughout the week to assess mastery of skills, 7) use of dry erase boards for quick checks of understanding, 8) body movements to represent equations or answers, 9) thumbs up/sideways signals to gauge understanding, and 10) verbal answers from students to check involvement and understanding.

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    © All Rights Reserved
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    of 2

    Assessment Type Sample/Description

    1. Observations During all my instruction to observe all the


    students to make sure that they are engaged. I
    also observed their answers to my questions to
    see if they are needing more direct teaching or if
    they are completely lost. Some things that I look
    for is to see if students are trying to answer
    questions, what their responses were, what they
    are doing during the instruction, where their eyes
    were, what their hands are doing.
    2. Pre-assessment I often gave simple questions for the students to
    answer before they started the lesson. This
    would often be done verbally. A couple of times I
    did have students to complete short paper
    questions. I also gave students math problems
    daily to see if they have retained past
    information.
    3. Post-assessments Post assessments were either taken from the
    curriculum such as go math or HMH. I also
    created teacher made assessments if I needed to
    know if they are retaining the information during
    instruction but were not ready for the chapter
    assessment. These assessments helped me to
    see if they were ready to move on to the next
    skill.
    4. Weekly summative assessments During the weekly summative assessment
    students were to complete reading
    comprehension, vocabulary, and spelling.
    5. Games Math games were played every Friday for the
    skills that were taught throughout the week. This
    was a great assessment to see what all the
    students learned from the week. The games had
    questions that related directly to the weekly
    instruction.
    6. Worksheets Worksheets were completed throughout the
    week on skills that were taught or also for more
    practice on the skills that were taught. These
    were evaluated to see which skills were
    mastered. This helped me determine whether to
    touch the skill again or not.
    7. Dry erase boards Often during my instruction I would have
    students complete a problem or answer the
    question using the dry erase boards. They would
    have to show me their answers when they
    finished the questions. This was a very quick
    check to see where the students were. If all
    students got the answer correctly then we would
    move on. If they got it wrong then more
    instruction would occur.
    8. Body movement Often times I would have students move around
    to show the equation or to answer the questions.
    They would have to place themselves according
    to what the equation is asking. They would then
    have to use their bodies to find the answers. Also
    students would move around the room
    answering questions with a partner.
    9. Thumbs up thumbs sideways. I would ask a question and student would put
    their thumb up if they think the answer is correct.
    They would put it sideways if they were not sure.
    This would help me judge whether they were
    understanding or not.
    10. Verbal answers Often times I would go around the room asking
    students questions that they would need to
    verbalize. I would call on students even though
    they do not have their hands raised. This helped
    keep students involved and ready to answer. I
    would also take the answers to see if I needed to
    continue longer into my direct teaching.

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