ASSESSMENT

PRACTICES IN THE
CLASSROOM
By Ashley Ring
 My personal philosophy on assessments is:

PERSONA Assessing students = Finding target areas

L that drive my instruction

PHILOSO Choices = Strengths

PHY ON
ASSESSM Voice = Setting individualized goals and

ENT
strategies to achieve goals.

Making connections = Showing students

how classroom experiences relate to real
life experiences.
 Assessment for Learning (Formative Assessment)
*Ongoing assessment that allows teachers to monitor
students on a day-to-day basis and modify their
teaching based on what the students need to be
successful. Gives timely and effective feedback

Assessment of Learning (Summative Assessment)

*Snapshot in time that lets the teacher, students, and
parents know how well each student has completed the
learning tasks and activities. It provides information
about student achievement. Useful reporting but little
effect on learning.

“After teaching a lesson, we need to

determine whether the lesson was
accessible to all students while still

ASSESSMENT challenging to the more capable; what

the students learned and still need to

GUIDELINES AND
know; how we can improve the lesson
to make it more effective; and, if
necessary, what other lesson we might
PRACTICES offer as a better alternative. This
continual evaluation of instructional
choices is at the heart of improving our
teaching practice.”
 ASSESSMENT
STRATEGIES AND
TOOLS

As students work through English tasks, they should:

•Explain and justify what they know in their own words

•Make and explore connections that are not immediately

obvious

•Work with their peers to share ideas and enhance

comprehension

•Create new ways to express ideas, insights and feelings;

by :

•Giving choice in assessment: Essay, Multiple choice,

Project

Teachers can use a variety of assessment tools and

strategies to assess student performance. Some of these
strategies and tools include:

Anecdotal notes

KWL Charts

Peer/ group conversations

portfolios

Question and Answer

Checklists and rubrics.

 My grading system will be based
on rubrics for every assessment
and assignment. All scores will be
configured into a percentage.
*90-100% A

*80-89% B
*70-79% C
*60-69% D *59
and ≥ F

Success will be measured

through:

-Online gradebook

GRADING SYSTEM -Monthly progress reports

-Report Cards
STATEWID
E OR
STANDARD
IZED
TESTING
VALIDITY/RELIABILI
TY
 •Every student •If your child “Every effort will
will be given an has a disability be made to
equitable or special need collaborate with
opportunity I will modify the you and other
showcase what assessment to appropriate
they know. accommodate specialists to
the student’s ensure a fair
need so their assessment.”

DIFFERENTIATE performance is
graded
(McMillan, 2014)

D ASSESSMENT appropriately.
 PEER-
ASSESSMENT
BENEFITS FOR
TEACHERS
BENEFITS FOR STUDENTS

EQUAL AND STUDENTS WILL BE EVALUATION OF SECOND CHANGES

EQUITABLE GIVEN RUBRICS THAT ASSESSMENTS ARE ARE OFFERED FOR
ASSESSMENT PROVIDE LEARNING NOT JUST STUDENTS WHO PUT
PRACTICES FOR ALL OBJECTIVES AS WELL PERFORMANCE GREAT EFFORT INTO
STUDENTS AS EXAMPLES OF BASED, BUT ALSO ASSESSMENTS. THIS
WHAT I WILL BE BASED ON ATTITUDE WILL BE GIVEN IN A
LOOKING FOR PRIOR AND EFFORT GIVEN. DIFFERENT FORMAT.
TO THE
ASSESSMENT.
Burns, Marilyn. "Looking at how students reason." Educational Leadership 63, 3
(2005), pp. 26–31.
McMillan, J. H. (2014). Principles and practice for effective standard-based
instruction (6thth ed.). Boston, MA: Pearson.

WORKS CITED
Yoong, W. (2011). Assessment in the mathematics classroom. N.p.: AME.