This is an example of what one of our second graders will read when it is time for them to be tested.
Interim/Benchmark:
At my school sit,e we test students three times a year in the fall, winter, and spring to see what they already know, what they’ve improved on, and what they still need help with. This helps us teachers figure out the best way to support each student, whether it’s through small group lessons, extra practice, or different teaching strategies. It’s all about making sure students are learning and growing.
WHY (Rationale for this kind of assessment: When, where, and why would you use this assessment as a teacher?):
As a teacher, it's super important to track our student's growth throughout the year. Testing them at the beginning of the year helps us see what they already know and what areas they might need extra support in. It gives us a starting point so we can plan how to help them best.
Mid-year assessments let us check in and see how much progress they've made it's from working in small groups, getting help from tutors, or working with learning specialists. It helps us figure out what’s working and what might need to change.
Then, at the end of the year, we can see the big picture of how much they’ve grown and learned over time. These assessments will be done independently in the classroom because we want to know what each student knows on their own, not what their friends know.
I’d use these assessments to create small groups based on what each student needs help with, making sure everyone gets the support they need to keep learning and improving.
Formative:
2 visuals/pieces of evidence of this type of assessment: This is an example of an formative assessment.
Formative:
Formative assessments are little check-ins we do throughout the day to see how our students are doing with what they’re learning. They aren’t big, stressful tests but quick ways to figure out who’s getting it and who might need a little extra help. These assessments help us as teachers adjust our lessons on the spot, making sure we’re meeting our students where they are instead of waiting until a big test to find out they’re struggling.
WHY (Rationale for this kind of assessment: When, where, and why would you use this assessment as a teacher?)
Formative assessments will be happening all the time in my classroom in fun and simple ways to check what my students remember and what they might need more practice with. I’ll use quick activities like exit tickets, spelling tests, and number recognition exercises to see how well they’re understanding what we’re learning. These little check-ins help me figure out what’s sticking and what needs a little more review. By using these quick and easy assessments in my classroom, I can make sure I’m giving my students the support they need while keeping learning fun and engaging.
Summative Assessment:
2 visuals/pieces of evidence of this type of assessment: This is an example of something that our first graders will do when it comes times to Summative Assessments.
Summative Assessment:
Summative Assessment is a big test or project that happens at the end of a unit, semester, or school year to see how much a student has learned. It’s more formal than other types of tests and usually happens after a lot of teaching. Examples include final exams, big projects, and essays. These assessments help show what students know after a lot of learning, and they’re often used to give grades or decide if a student is ready to move on to the next level. At the current site I am at we do math test, spelling test and also school wide benchmarking 3 times a year and our 3-5th graders will take our state standards test.
WHY (Rationale for this kind of assessment: When, where, and why would you use this assessment as a teacher?)
These assessments usually happen once a year. In elementary school, students take the MCA (Minnesota Comprehensive Assessments), which checks how well they’re doing in subjects like reading, math, and science. For students, it gives them a chance to see how much they've learned and where they might need to improve. It also helps teachers see if their teaching methods are working and if any changes are needed to help students succeed.
AHAs (or big takeaways):
What have you learned about the necessity of authentic assessments? (5-6 sentences):
I’ve learned that assessments can be both beneficial and challenging for students. On one hand, tests are useful for tracking students' progress and understanding over time, helping teachers see where they need support. Not all assessments are equally effective, and some can create unnecessary stress for students. Test anxiety can negatively impact the student, making it harder for students to show what they truly know. While assessments are important, using different methods, like projects or discussions, to evaluate learning. This way, students can help their knowledge in a way that works best for them.
How does integrating different types and forms of assessment into your instruction and daily tasks as a teacher help you to better understand your students and their needs? (5-6 sentences):
Using different types of assessments in my teaching helps me get a clearer picture of what my students actually understand and where they might be struggling. Some students do great on tests, while others express their learning better through projects, discussions, or hands-on activities. Mixing things up gives every student a chance to show what they know in a way that works for them. It will also help me as a teacher to see patterns if a whole class struggles with something, I know I need to reteach it in a different way because if I see that they are struggling and I don't address it I am failing them as their teacher. Using different assessments will help my students to become more engaged in what they are doing and will help my students grow based on their needs.
TEACHING PHILOSOPHY:
Write about your experiences with assessments as a student. You can write broadly about your experience with summative assessments or choose one moment as a student regarding an assessment that sticks out to you:
Tests were always tough for me as a student, especially because of my learning disability. No matter how much I prepared, I would get super anxious and overwhelmed when it was time to take a test. Luckily, my IEP allowed me to have extra time, take tests in a smaller setting, and even have them read aloud to me, which helped a lot. But big tests, like the ACT in high school, were a whole different level of stressful. There was so much pressure from teachers and counselors to do well that it completely overwhelmed me. I remember having a anxiety attack before the test even started, and even after calming myself down, I still didn’t feel like I did my best.
That experience really stuck with me and has shaped how I approach assessments as a teacher. I know how stressful and frustrating tests can be, so I try to make sure my students feel supported and comfortable. I give them different ways to show what they’ve learned instead of just relying on traditional tests. I also remind them that one test doesn’t define them, and I do my best to ease their anxiety. It’s to actually learn and grow. I want my students to feel confident in what they know, not just worried about passing a test.
How do you believe students and teachers must feel about "assessments" for these evaluation practices to be effective-- for both teachers and students?
For assessments to really work, both students and teachers need to see them as a way to learn and grow, not just a way to get a grade. Students should feel like assessments are there to help them understand what they know and what they still need to work on, rather than something to stress over. If they see tests as a chance to show what they've learned instead of just a pass-or-fail moment, they’ll be more engaged and confident. Instead of just giving a grade and moving on, teachers should use assessments to adjust their teaching and support students where they need it most.
I had an chance to sit in on a 5th grade math, and the teacher didn't do the lesson that day, because the student had did an a test the day before and everyone struggled, so the teacher decided to teach it over and look over it to make sure the students understood their mistake and understood what was being asked. One of the things that stood out to me when shes was doing this was when she said "if I just kept moving on through math, I am finally you as a teacher" meaning she wants to make sure her students are understanding what is being taught and the progress they are making because it was simple things and they made such a huge growth since the beginning of the year.
Both teachers and students should approach assessments with a mindset focused on growth, encouragement, and learning, rather than experiencing stress and pressure.
TEACHER Talking to TEACHER about Assessments:
I had a conversation with one of the 5th-grade teachers, and she shared that she has mixed feelings about assessments. On one hand, she sees the value in assessments because they provide hard data that can help show parents how their kids are doing. It gives them a clear picture of progress, which is helpful. But on the other hand, she knows how much stress and anxiety assessments can cause for her students. She’s aware that these tests don’t always reflect her students' full potential because many of them struggle with test anxiety or don’t perform well under pressure. It’s tough for her because, while the data is important, she doesn’t want her students to feel like they’re being defined by one test or one moment. She wants to see them succeed, but also knows that assessments can sometimes get in the way of really understanding what they’re capable of.
When I asked her about how she felt about assessments when she was a student, she opened up about how anxious they made her feel too. She remembered getting nervous, especially with math, but what helped her was knowing that she understood the material. The fact that she could use as much "scratch paper" as she needed gave her some comfort, and she would remind herself to take a deep breath and just relax. That experience stuck with her and now, as a teacher, she makes it a point to reassure her students that they know the material. They just need to believe in themselves. She tells them not to worry about anything else, because one test doesn’t define who they are or what they’re capable of. She tries to create a calm environment where her students can focus and do their best without feeling overwhelmed.
5-6 insights from your conversation with a teacher about the feeling of assessments:
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