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Assessment Practices
There are various assessment strategies. One strategy, questioning, gives insight into students’
understandings and misconceptions and adjusts instruction accordingly. Assessing students before, during,
and after instruction guides the teacher in how to modify and adjust instruction to meet the various learning
needs of students. Teachers should use a variety of assessment strategies.
Part 1: Assessment Table
Using the math and ELA standards and learning objectives that you created in Topic 1, you will complete
the “Assessment Table” graphic organizer that identifies two pre-assessment questions (assessing students’
prior knowledge), two formative assessment questions (assessing students’ progress), and an example of a
summative assessment that can aligns to the selected content standard.
Part 2: Reflection
In 250-500 words, summarize and explain your reasoning for choosing the formative assessments,
questions, and summative assessment. Include responses to the following:
1.
2.
3.
How do the assessments align to the learning objectives and standards?
Discuss the importance and purpose of multiple forms of assessments, and how the assessments
inform instruction.
Explain how you will use your findings in your future professional practice.
Support your findings with a minimum of three scholarly sources.
Submit the “Assessment Table” and reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with
the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Clinical Field Experience A: Instructional Strategies
Observation
Allocate at least 2 hours in the field to support this field experience.
Part 1: Observation
Observe a Grade K-8 teacher and take note of the instructional strategies he or she uses to teach a certain
concept or skill. During your observation, complete the “Observation Form.”
After the observation, discuss the lesson you observed with your mentor teacher and allow the mentor
teacher to explain the instructional strategies used.
Speak with your mentor teacher and, provided permission, use any remaining field experience time to seek
out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students
on instruction in the classroom.
Part 2: Reflection
Write a 250-500 word summary and reflection of the instructional strategies observed and discussed.
Include any technology used in the lesson and strategies that could have been implemented to make the
lesson more effective and create student engagement.
Explain how you will use your findings in your future professional practice.
Support your findings with a minimum of two scholarly resources.
Submit your “Observation Form” and reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is/is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with
the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification
Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for
submitting can be found on the College of Education site in the Student Success Center.
Observation Form
Part 1: Instructional Strategies Observation Form
Grade/Subject:
Standard:
Learning Objective:
Questions for the Observation
What types of instructional strategies were
used?
Observation
What was the anticipatory set of the
instruction? How did the teacher create
engagement?
What technology was used during instruction?
What activities/tasks were students asked to
do to demonstrate their learning?
What activities/tasks was the teacher doing
during the lesson?
How did the teacher monitor student progress
during the class?
© 2017. Grand Canyon University. All Rights Reserved.
Part 2: Reflection
Assessment Table
Part 1: Assessment Table
Math
Math Standard and Grade Level (from Topic 1):
Learning Objective (from Topic 1):
Example of formative assessment that aligns with content standard:
Pre-assessment questions that assess students’ prior knowledge:
Formative assessment questions that assess students’ progress:
Example of summative assessment that aligns to content standard:
© 2017. Grand Canyon University. All Rights Reserved.
English Language Arts
ELA Standard and Grade Level (from Topic 1):
Learning Objective (from Topic 1):
Example of formative assessment that aligns with content standard:
Pre-assessment questions that assess students’ prior knowledge:
Formative assessment questions that assess students’ progress:
Example of summative assessment that aligns with content standard:
Part 2: Reflection
© 2017. Grand Canyon University. All Rights Reserved.
Lesson Planning: A
Research-Based
Model for K-12
Classrooms
Read Chapter 5.
URL:
http://gcumedia.com/digital-resources/pearson/2009/lesson-planning_a-research-based-model-for-k-12classrooms_ebook_1e.php
Read “Formative Assessment That Truly Informs Instruction,” located in the NCTE website.
URL:
http://www.ncte.org/library/NCTEFiles/Resources/Positions/formative-assessment_single.pdf
Read “Empowering Teachers with Tech-Friendly Formative Assessment Tools,” located on the Edutopia
website (2015).
URL:
http://www.edutopia.org/blog/tech-friendly-formative-assessment-tools-monica-burns
Read “Did Students Get it? Self-Assessment as Key to Learning,” by Louis and Harada, from School
Library Monthly (2012).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=867
39706&site=ehost-live&scope=site
Read “Teacher-Made Assessments Show Children’s Growth,” by Ferguson and Green, located in Young
Children (2013).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=946
07690&site=ehost-live&scope=site
Purchase answer to see full
attachment
There are various assessment strategies. One strategy, questioning, gives insight into students’
understandings and misconceptions and adjusts instruction accordingly. Assessing students before, during,
and after instruction guides the teacher in how to modify and adjust instruction to meet the various learning
needs of students. Teachers should use a variety of assessment strategies.
Part 1: Assessment Table
Using the math and ELA standards and learning objectives that you created in Topic 1, you will complete
the “Assessment Table” graphic organizer that identifies two pre-assessment questions (assessing students’
prior knowledge), two formative assessment questions (assessing students’ progress), and an example of a
summative assessment that can aligns to the selected content standard.
Part 2: Reflection
In 250-500 words, summarize and explain your reasoning for choosing the formative assessments,
questions, and summative assessment. Include responses to the following:
1.
2.
3.
How do the assessments align to the learning objectives and standards?
Discuss the importance and purpose of multiple forms of assessments, and how the assessments
inform instruction.
Explain how you will use your findings in your future professional practice.
Support your findings with a minimum of three scholarly sources.
Submit the “Assessment Table” and reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with
the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Clinical Field Experience A: Instructional Strategies
Observation
Allocate at least 2 hours in the field to support this field experience.
Part 1: Observation
Observe a Grade K-8 teacher and take note of the instructional strategies he or she uses to teach a certain
concept or skill. During your observation, complete the “Observation Form.”
After the observation, discuss the lesson you observed with your mentor teacher and allow the mentor
teacher to explain the instructional strategies used.
Speak with your mentor teacher and, provided permission, use any remaining field experience time to seek
out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students
on instruction in the classroom.
Part 2: Reflection
Write a 250-500 word summary and reflection of the instructional strategies observed and discussed.
Include any technology used in the lesson and strategies that could have been implemented to make the
lesson more effective and create student engagement.
Explain how you will use your findings in your future professional practice.
Support your findings with a minimum of two scholarly resources.
Submit your “Observation Form” and reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is/is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with
the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification
Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for
submitting can be found on the College of Education site in the Student Success Center.
Observation Form
Part 1: Instructional Strategies Observation Form
Grade/Subject:
Standard:
Learning Objective:
Questions for the Observation
What types of instructional strategies were
used?
Observation
What was the anticipatory set of the
instruction? How did the teacher create
engagement?
What technology was used during instruction?
What activities/tasks were students asked to
do to demonstrate their learning?
What activities/tasks was the teacher doing
during the lesson?
How did the teacher monitor student progress
during the class?
© 2017. Grand Canyon University. All Rights Reserved.
Part 2: Reflection
Assessment Table
Part 1: Assessment Table
Math
Math Standard and Grade Level (from Topic 1):
Learning Objective (from Topic 1):
Example of formative assessment that aligns with content standard:
Pre-assessment questions that assess students’ prior knowledge:
Formative assessment questions that assess students’ progress:
Example of summative assessment that aligns to content standard:
© 2017. Grand Canyon University. All Rights Reserved.
English Language Arts
ELA Standard and Grade Level (from Topic 1):
Learning Objective (from Topic 1):
Example of formative assessment that aligns with content standard:
Pre-assessment questions that assess students’ prior knowledge:
Formative assessment questions that assess students’ progress:
Example of summative assessment that aligns with content standard:
Part 2: Reflection
© 2017. Grand Canyon University. All Rights Reserved.
Lesson Planning: A
Research-Based
Model for K-12
Classrooms
Read Chapter 5.
URL:
http://gcumedia.com/digital-resources/pearson/2009/lesson-planning_a-research-based-model-for-k-12classrooms_ebook_1e.php
Read “Formative Assessment That Truly Informs Instruction,” located in the NCTE website.
URL:
http://www.ncte.org/library/NCTEFiles/Resources/Positions/formative-assessment_single.pdf
Read “Empowering Teachers with Tech-Friendly Formative Assessment Tools,” located on the Edutopia
website (2015).
URL:
http://www.edutopia.org/blog/tech-friendly-formative-assessment-tools-monica-burns
Read “Did Students Get it? Self-Assessment as Key to Learning,” by Louis and Harada, from School
Library Monthly (2012).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=867
39706&site=ehost-live&scope=site
Read “Teacher-Made Assessments Show Children’s Growth,” by Ferguson and Green, located in Young
Children (2013).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=946
07690&site=ehost-live&scope=site
Purchase answer to see full
attachment
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