The Assessment Cycle PDF

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A description of the assessment cycle...

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Zipporah Barkley ECE – 220 // 4/10/2021 Susan Femmons

The Assessment Cycle Observing Student Performance Designing Instruction

Providing Feedback

Analyzing PostAssessment Data

Pre-Assessing Students

Analyzing Preassessment Data and Observations

Post-Assessing Students Delivering Instruction

Observing Student Performance Students will be observed at the start of each assessment cycle to gain an idea on how each student is performing within the class. While observing the students you can watch for sign of visible frustration or boredom with the content. This will tell you if the child either A) is struggling to understand the work or B) if they are not being challenged enough and are therefore completely disinterested. The teacher should make sure the whole group instruction is neither too easy nor too hard for the entire class. In order to assess student performance more in depth, the teacher can conduct more thorough observations through small group

instruction. During observation everything observed should be documented for each individual student. (Scholastic, n.d.) 

Designing Instruction

Modify instruction based off of the data collected from the observations earlier. Take the students who desperately need more help aside in small groups and provide them that added help and instruction. At the same time, provide work for the other students that challenges them, but not enough to frustrate them. Just enough to keep them from getting bored of the instruction being provided because it is “too easy” for them. In turn the student will respond either positively or negatively to their daily work based on how the instruction was structured 

Pre-Assessing Students

Pre-assessments are created to help get an idea of where the students are at, much better than just a simple observation can. It can help you decide where to go from there in your instruction, who need further assistance, and what future learning topics should cover based on their knowledge of said topics. It is the best way to figure out what exactly the students need form the teacher so they can decide how to do it. (Wagner, 2015) Assessments could be something as simple as non-graded quizzes, open ended questions, or even concept art related to what the students think the topic will be about. (Phillips, 2017) Like with the observations, the teacher should be documenting all that they have gathered from these 

Analyzing Pre-Assessment Data and Observations

Making sure to document the pre-assessments as well as all observations made on each student will make it easier to analyze the data. The teacher will look over the data collected during the pre-assessment and observations and use it to help with molding their instruction to the needs the pre-assessment and observations have made clear that the students have. 

Post-Assessing Students

There are many different kinds of post-assessments. The pre-assessments and observation should have given the teacher enough information on each student to figure out what ways in which they learn best and can show their skills best. The post-assessment should show some growth in the students since the pre-assessment as they have had time between the preassessment and the post-assessment to work and grow, and the teacher should have had that very same time to adapt with their learning and the instruction based off of the data collected from both the pre-assessment and observations. From this the growth should show through the assessment and show if they were able to grasp the material. 

Analyzing Post-Assessment Data

The post assessments should be evaluated and documented. The teacher should be able to compare both the pre-assessment with the post assessment and should have the data from these both marked clearly for them to recognize how the students are doing within the class, recognize where they are failing or where they need to be challenged more and where the

teacher themselves needs to change how they are teaching the students, keeping in mind that every student learns differently. (staff, 2021) 

Providing Feedback

After all the assessments, observations, and instruction the teacher should have enough documented data to show to the students, their parents, the administration, and any other concerned party that needs to know about the progress of each student such as a student counselor or an IEP team. The students should look at this feedback and hopefully learn from it take what they know into the next lesson or bit of instruction the teacher will have. After providing feedback, the assessment cycle starts all over again to help provide room for improvement on both the teachers part as well as the students.

Resources: Observing Students | Scholastic. (n.d.). Scholastic. https://www.scholastic.com/teachers/articles/teaching-content/observing-students/

Staff, T. (2021, March 29). 6 Types Of Assessment Of Learning. TeachThought. https://www.teachthought.com/pedagogy/6-types-assessment-learning/

Wagner, S. (2015, March 4). Importance of Pre-Assessment | Naiku. Naiku |. https://www.naiku.net/naiku-coach/importance-of-pre-assessment/...