Amber Brethour Module 7 Assignment 1 Math Interventionist (K-5)

Activity 1.3 Self-Analysis & Reflection

Complete this self-analysis at the beginning of your study of CASL and then at the conclusion.
Scale:
0 I am uncertain about what this means.
1 Not at all: I don’t or can’t do this, or this doesn’t happen in my classroom.
2 Beginning: I do this infrequently, or this happens infrequently in my classroom.
3 Partially: I do this sometimes, or this happens sometimes in my classroom.
4 Completely: I do this regularly, or this happens on an ongoing/as needed basis in my
classroom.

Key 1: Clear Purpose Rating 1 Rating 2

Date: 1/16/23 Date: 2/19/23

I can identify the key users of classroom assessment 0 3

information and work to meet their information needs.

I understand formative and summative assessment uses and 3 4

know when to use each.

I understand the impact of formative assessment practices 4 4

on student achievement.

Key 2: Clear Targets Rating 1/ Rating 2

Date: 1/16/23 Date: 2/19/23

I can classify the learning targets I am teaching according 0 3

to one of four types.

I base instruction and assessment on clear learning targets. 4 4

I translate learning targets into student-friendly language. 4 4

Amber Brethour Module 7 Assignment 1 Math Interventionist (K-5)

Key 3: Sound Design Rating 1/ Rating 2

Date: 1/16/23 Date: 2/19/23

I know how to design or select assessments to serve 2 4

intended formative and summative purposes.

I know how to select the appropriate method(s) to assess 0 3

each type of learning target.

I create assessment plans to map the content of my 2 4

assessments.

I understand and apply principles of sampling appropriately. 0 3

I can write and/or select assessment items, tasks, scoring 2 4

guides, and rubrics that meet standards of quality.

I recognize and avoid sources of bias that can distort 0 4

assessment results.

I know how to apply formative assessment practices within 1 3

each assessment method.

Key 4: Formative Usefulness and Student Involvement Rating 1/ Rating 2

Date: 1/16/23 Date: 2/19/23

My students can describe the learning targets they are to 4 4

achieve.

My students can give each other effective feedback. 1 2

I design assessments with students’ information needs in 4 4

mind.

I have prepared my students to self-assess accurately and to 1 2

set meaningful goals for further learning.

I give students opportunities to track, reflect on, and share 1 2

their learning progress with others.
Amber Brethour Module 7 Assignment 1 Math Interventionist (K-5)

Key 5: Effective Communication Rating 1/ Rating 2/

Date: 1/16/23 Date:

I offer students effective feedback during their learning. 4 4

I track student achievement by learning target. 3 4

I keep track of both formative and summative assessment 4 4

information.

I record and combine summative assessment information to 3 4

accurately reflect student achievement.

I calculate report card grades to accurately communicate 1 2

level of individual student achievement at a point in time.

I participate in conferences as needed to discuss student 4 4

progress.

Overall reflection on first rating (3 sentence minimum for each question) Please note:
Reflection is evaluation so do not just list the areas, explain why.

1. I have the most knowledge and skill in these areas:

Two areas I have the most knowledge and skills in include basing all instruction and
assessment on clear learning targets and providing students with meaningful feedback during
learning. Within my intervention groups, I break apart each standard and determine what my
students need to learn and be able to do. I then create learning targets that help meet each aspect
of a standard. This allows students to know what they need to be able to do to be successful
daily as they progress through a standard. It also allows me to ensure that I provide meaningful
instruction that will help students succeed within each standard. Another area I feel
knowledgeable in is providing meaningful feedback to students. As students work through a
skill or standard, I provide them with specific positive feedback that helps correct their errors or
helps them improve and meet the given learning targets.

2. I want to work on these areas:

Two areas that I would like to work on include student involvement and selecting the
appropriate method(s) to assess each type of learning target. I would like to get students more
involved in the learning process by teaching them how to track, reflect, and share their progress
with their peers and teachers. With this, I would also like to use goal setting with my students so
that they can take ownership of their learning. The other area I would like to improve is
knowing the appropriate ways to assess learning targets. It is vital to use a variety of formative
assessments along the way that measure learning appropriately depending on the learning
targets. Although I use formative assessments and measure student learning, I am not sure if the
methods I use are appropriate and provide the best data on what students can do in relation to
the given learning target.
Amber Brethour Module 7 Assignment 1 Math Interventionist (K-5)

After the second rating, please do a final reflection on your learning from this course.

Write a short (1/2-1 page), graduate level quality reflection/self-evaluation:

1. Based on the Course Outcomes, include the most important concepts you learned in this course
and why they are important to you

AND

2. Indicate what changes you need to make to improve the assessments you give your students

Final Self Reflection

The most important concepts I learned within this course are when to use formative and
summative assessments and how to create a variety of formative and summative assessments.
Through this course, I have learned how valuable formative and summative assessments are to
the learning process. Both are needed, and necessary techniques teachers should use in their
classroom to improve and monitor student learning throughout a unit, as well as to measure
learning at the end of a unit. As the textbook describes, “we equated formative assessments with
assessments for learning and summative assessment with assessment of learning” (Chappuis &
Stiggins, 2020, p. 47). Knowing the difference between the two will help me make informed
decisions about assessments within my classroom. I have also learned new ways to formatively
assess my students such as whiteboards, exit tickets, and observations. Using these within my
lessons allows me to use data daily to inform and guide my instruction. Additionally, I have
learned about the four types of summative assessments and have created my own of each.
Although most of the summative assessments used in my school are district created, I will be
able to use what I have learned to justify their validity and reliability. One way I can improve the
assessments I give my students is by planning and utilizing a Target Method Match. By using a
Target Method Match document, I can accurately assess specific learning targets. Depending on
the verbs used in a learning target, there are assessments that provide better data than others.
Knowing this information will allow me to choose the correct type of assessment for each type of
learning and assess accurately.
Amber Brethour Module 7 Assignment 1 Math Interventionist (K-5)

References

Chappuis, J., & Stiggins, R. J. (2020). Classroom Assessment for Student Learning: Doing it
right -- using it well. Pearson.