Monitor+and+Assess+Student+Progress

**Dimension of Effective Teaching:** Monitor and Assess Student Progress || **Description:** Administers formative and summative assessments, using the results to guide planning and instruction, and also provides students with the tools and feedback to asses their own progress. || **Successes:** My successes are in areas of implementing a broad range of formative and summative assessments, record keeping, analysis, and providing rubrics. In addition to using rubrics for projects and written assignments, I use them for students to self-assess on their classroom participation, including such elements as preparedness, risk-taking, working in groups, and using Spanish for daily routines and classroom-related questions. |||| **Challenges:** My largest challenge is for applying assessment to my youngest students. There are some students who participate in whole-group activities, but will not respond when called on. || **Area for Growth:** My primary area for growth is “modifies instruction in response to different areas of academic need”. I am able to analyze the results to see the need for differentiation, but do not consistently provide it for all of my heritage- and native-Spanish speakers. Because students’ abilities in a single class range from non-Spanish speakers on IEPs to native-Spanish speakers with a 10th grade reading level, my separate do-nows and homework, supplemental assignments, and leadership roles for Spanish-speakers still aren’t enough. I would like to incorporate more small-group activities and centers to facilitate this modification. || **Artifacts:** 1) Forum post: In the past, I have had heritage/native-speakers write quiz/test questions for homework when other students had quiz/test review for homework. What I like about the idea of ‘Concept Tests’ is that students ask and answer questions in real-time. To adapt the method, I could even have a “heritage speaker panel” who could confer to defend their answers.  2) A Glogster that I created, which models a voice recording and then has students make their own, so that I can listen to and assess each student without using class time to do so: [] |||| **Resources:** I will start using “Muddiest Part of the Lecture” with my sixth graders. – “Pass out 3x5 cards to the students and ask them to write down anything in a lesson that is unclear or confusing. Collect the cards at the end of the lecture, and provide feedback (and elaboration) during the next class meeting.” [] Classroom Assessment Methods: [] Professional Article on Authentic Assessment: [] || **Reflection:** The forum post shows that I focused on finding solutions to my primary area for growth: modifying instruction for students with varying need. By using a “Concept Test”, I can acknowledge the experience and knowledge of my Spanish-speakers, giving them the confidence and authority to help their peers to learn, and also assessing their knowledge in the process. My Glogster link also demonstrates that I am seeking and creating ways to assess students individually, which I identified as a challenge in the younger grades. In both pieces of evidence, I appropriately used new ideas and resources to address my areas of growth, and improve my classroom practice. || **Future Learning Goals:** To support my growth in this Dimension, I can ask teachers who have already engaged all students in rubric development to explain their process for student input. I am also in the process of developing students portfolios, and will use them as a new means of summative assessment, incorporating student reflection. ||