Category Archives: Standard 05. Assessment

Assesses students’ mastery of curriculum and modifies instruction to maximize learning.

EDU 6613: Assessment Portfolio

Introduction: Assessment Philosophy Please click link:  Meta-Reflection Academic Learning Standards Targets-Students will be able to add whole numbers fluently and accurately with regrouping ones and tens. This learning target is based on WA state PE 3.1.C: Students will fluently and … Continue reading

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Standard 5 Meta-Reflection: Assessment

Standard 5 Assessment: Assesses students’ mastery of curriculum and modifies instruction to maximize learning.  My Past Experience At the beginning of the course, Standards-Based Assessment, I reflected on my previous experience with assessment in the classroom. I used the five … Continue reading

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EDU 6613: Communicating the Learning Process

“The primary purpose of grades is to communicate meaningful information” (O’Connor, 2009, p. 219). It’s important during conference time that the communication focuses on the process of learning. There are multiple types of conferences that allow teachers and students to be involved … Continue reading

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EDU 6613: Tracking and Communicating Progress

Whether the assessment is formative-“assessment for learning,” or summative- “assessment of learning,” it can be used to make decisions for next steps and to communicate students’ progress. With multiple types of assessment it can be challenging to organize and record … Continue reading

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Personal Communication: Deepen Student Knowledge and Assess Learning

Personal Communication is a tool used to assess students’ understanding. It may include instructional questions, class discussions, conferences and interviews, oral examinations, and student journals and logs (Chappuis, Stiggins, Chappuis, & Arter, 2012, p. 264). These types of assessments may … Continue reading

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EDU 6613: Rubrics for Self-Assessment

How can we use rubrics to help students self-assess their performance? As students engage in the learning process, performance assessments are one type of assessment that can be used formatively to guide students’ learning. According to Chappuis, Stiggins, Chappuis, & … Continue reading

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EDU 6613: Written Response to Determine Conceptual Understanding

Written response assessment offers a way for teachers to assess both knowledge and reasoning targets. This type of response helps teachers get a clear picture of students’ thinking and conceptual understanding. Chappuis, Stiggins, Chappuis, & Arter (2012) suggest a specific … Continue reading

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