Claim: Personal assessment through the use of both quantitative and qualitative tools were key in increased student progress.
Support: The success of the student self-assessment tools.
Contrary to the former style of assessment that was primarily a resource for teacher directed instruction, personal student assessment plays a key role in allowing students to see what they need to improve or change in order to achieve an academic goal. In my studies at Marygrove, I have learned the importance of students establishing a personal goal and tracking the progress of that goal in order to make changes as often as needed. By establishing a goal the students are able to make more efficient changes and the progress is more beneficial. As opposed to following standard assessment rituals “assessments should be planned and purposeful“ in an effort for the students to receive the most beneficial measure of understanding (Chafouleas, Riley-Tillman, & Sugai, 2007, pg. 10) . In the artifacts below, there are three examples of assessment rituals that we did in my classroom each week. Artifact 1 is a reading log in the form of a bar graph. This graph helped the students to see where they were in their individual reading progress. You can tell from the graph which dates were the first read and which ones were the repeated reading. The trend usually shows an increase for each passage with the repeated reading method. This past year the snow days affected the results quite a bit. Artifact 2 shows a math facts log that was used in correspondence with the website Thatsafact.com. This website allows the student to choose the operation, and this particular student needed to work on addition. He did not fill out the log independently. Due to his severe ADHD, we filled it out with him. However, he still benefited from documenting his results after each session and was able to see when he was making progress. Artifact 3 shows a student that needed to work on subtraction facts. It is difficult to make out, but when she completed the addition she received a 30/30 for the first session and only a 15 out of 30 for the first session with subtraction. That is how we determined she would work on her subtraction facts. Keep in mind that these are special needs students, and they needed guidance in completing these assessments. Overall, it was very successful, especially since this was their first experience with keeping a log of results.
Artifact 1 Artifact 2 Artifact 3
Support: The success of the student self-assessment tools.
Contrary to the former style of assessment that was primarily a resource for teacher directed instruction, personal student assessment plays a key role in allowing students to see what they need to improve or change in order to achieve an academic goal. In my studies at Marygrove, I have learned the importance of students establishing a personal goal and tracking the progress of that goal in order to make changes as often as needed. By establishing a goal the students are able to make more efficient changes and the progress is more beneficial. As opposed to following standard assessment rituals “assessments should be planned and purposeful“ in an effort for the students to receive the most beneficial measure of understanding (Chafouleas, Riley-Tillman, & Sugai, 2007, pg. 10) . In the artifacts below, there are three examples of assessment rituals that we did in my classroom each week. Artifact 1 is a reading log in the form of a bar graph. This graph helped the students to see where they were in their individual reading progress. You can tell from the graph which dates were the first read and which ones were the repeated reading. The trend usually shows an increase for each passage with the repeated reading method. This past year the snow days affected the results quite a bit. Artifact 2 shows a math facts log that was used in correspondence with the website Thatsafact.com. This website allows the student to choose the operation, and this particular student needed to work on addition. He did not fill out the log independently. Due to his severe ADHD, we filled it out with him. However, he still benefited from documenting his results after each session and was able to see when he was making progress. Artifact 3 shows a student that needed to work on subtraction facts. It is difficult to make out, but when she completed the addition she received a 30/30 for the first session and only a 15 out of 30 for the first session with subtraction. That is how we determined she would work on her subtraction facts. Keep in mind that these are special needs students, and they needed guidance in completing these assessments. Overall, it was very successful, especially since this was their first experience with keeping a log of results.
Artifact 1 Artifact 2 Artifact 3
References
Chafouleas, Sandra, T. Chris. Riley-Tillman, and George M. Sugai. (2007). School-based Behavioral Assessment: Informing Intervention and Instruction. New York: Guilford.
Chafouleas, Sandra, T. Chris. Riley-Tillman, and George M. Sugai. (2007). School-based Behavioral Assessment: Informing Intervention and Instruction. New York: Guilford.