FEAP 4: Assessment

A. Analyzes and applies data from multiple assessments and

measure to diagnose students learning needs, informs
instruction based on those needs, and drives the learning
process:
At the beginning of my lessons I always open with a preassessment to target students misconceptions as well as
identify their strengths and needs on that specific standard.
For example, this past week our main learning goal was
focused on identifying text structures within a passage. This
pre-assessment included a passage as well as several
questions that had them identify the text structures. After
the students completed the pre-assessment I was able to
use this data to help analyze their assessments as well as
identify the learning needs. I also incorporate exit tickets
after each lesson to measure and diagnose the students
learning needs through out the lesson.
DATA:

B. Designs and aligns formative and summative

assessments that match learning objectives and lead to
mastery.
I created a Formative assessment titled text structure
scavenger hunt. This assessment required the students to work
with a partner on task cards that had them identify the text
structures as well as the signal work that was present in the
text. This Formative assessment allowed me to gauge student
progress. My summative assessment comes from the LAFS
book that targets students understanding of the objective with
questions that stem from FSA. This is a great way for me to
gauge their mastery as well as practice for FSA.
DATA: (Scoot activity/ summative assessment)

New River 3rd Grade Text Structure

Scavenger Hunt!
1. Use the task cards to identify the text structure by choosing the
best answer. Back up your evidence with signal words targeting the
specific text structure you chose.
1. Answer:

2. Answer

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5. Answer

Evidence:

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C. Uses a variety of assessment tools to monitor student

progress, achievement and learning gains.
In my classroom I use several assessment tools to monitor
student progress. These include, IRLA journals, Exit Tickets,
Pre-Assessments, Summative assessments, Quarterly Checks,
FSA Practice Exam. I also used an electronic grade book that
assisted me in monitoring student progress. For example,
below you will find a students IRLA journal that is checked on
a daily basis to monitor students reading power goal. This
allows me to determine if the students are working to meet the
standard.
DATA: Grade book at the bottom of this document.

D. Modifies assessments and testing conditions to

accommodate learning styles and varying levels of
knowledge.
In my classroom we have several students who receive
accommodations during testing. Most of the students are
pulled out on district or statewide exams that receive
accommodations. But, for smaller Summative assessments
in the classroom the students that need accommodations
(i.e. tests being read to or extra time) are pulled to my front
table where I can meet the needs of the students.
Data:

E. Shares the importance and outcomes of student

assessment data with the student and the students
parent/caregivers.
a. After grading students Summative assessments, I meet
individually with the students at my table the next morning
to review their scores, as well as what they got wrong, and
why they got it wrong. If the assessments is considered a
failing grade I require the student to take their assessment
home and get it signed by the parent/caregiver.
DATA:

F. Applies technology to organize and integrate assessment

information.
a. In my classroom I use an electronic grade book where I
keep all my students assessments on an electronic
spreadsheet. This allows me to see the class average as
well as keep track of individual scores. This was a great
tool for me to compare class 1 averages to class 2
averages. I discovered that students that received preassessments excelled at a much higher rate than students
that didnt.