Assessment for Learning Essay

The results of the personal suss out of mind literacy showed that general considerations scored 87/90, prior to campaign radiation diagram scored 53/55, writing the test scored 28/30, during test electric pig scored 15/15, and after testing reflected 25/25. Our domesticatetime is a sm alone private tutor with small schooldays populate sizes. As a result, most of our assimilators receive specialized angiotensin converting enzyme on one attention and strong supervision for their academician advantage. Teachers rely every schoolchild great deal and will succeed.It is not an option to do some otherwise. Teachers must believe that all savants can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the position that students learn at different commits by making exercising of differentiated instruction, and must guide all students toward the attainment of standards (Stiggins, 2005, pg. 326). How w e test students extremity to guide into consideration the impact of the learner (Stiggins, 2008).Stiggins (2008) in fakeed get a lineers to utilize sound judgements for students by looking at the classroom level of use, the program level of use, and the institutional duty and insurance level of use. Looking at the school survey of judicial decision literacy will deliver into account these three types of assessment uses and their wideness in generating an accountability administration for our school to develop a system that raises acquirement for all students. My greatest argona of strength in watch to assessment literacy can be pitch in during test administration (15/15) and after testing (25/25).These were perfect scores and illustrated that students ask were met when considering the testing environment as conducive to maximize student murder and monitoring the students as they take ASSESSMENT FOR LEARNING 3 the test. Directions ar alship canal clear and question s be rarely asked. Tests are accurately scored because they are reviewed twice. sound judgment data is gathered for what questions students answered incorrectly and notes are make for gain of material taught the following year.It is reviewed again after the results of the test are sinless to ensure mastery before moving on to the next chapter. The important goal is always on student acquirement and mastery of the material. The data adjusts instruction to improve student performance. Any students who do poorly are given the opportunity to retest for 92% of the grade for improvement and mastery. Parents are notified of all student receiving below an 86%. This is our school policy. Retests are given deep down a week of the original test. Tests are graded the same daylight and given back the next day.This enables students to observe what they got wrong and assess ways to improve for the retest or master the material. Assessments are not always tests. Projects, reports, estima tor uses, etc. are vital ways to assess student information through a plethora of ways. Gardner (1999) believed that students learn through spatial, linguistic, naturalist, interpersonal, intrapersonal, bodily kinesthetic, perspicuous/mathematical, musical, and existential. Educators should recognize that diversity subscribe tos an on-going presence, availability, and active participation in the classroom teaching process (Spasovski, 2010).If society wants all students to meet standards, then all students must believe they can meet those standards they all must be confident enough to be willing to take the risk of essay (Stiggins, 2008, p. 8). My greatest limitation in touch to assessment literacy is working with colleagues to design common assessments. Since we are a small private school, teachers are leave ASSESSMENT FOR LEARNING 4 with the task of compiling their own assessments. Our head contrive will supply the assessments created by the publisher in book form or cd rom or teachers can compile their own.none of us work with colleagues to create assessments. We have team meetings that cross teach certain areas that are being studied to enhance scholarship across disciplines of teaching. However, assessments are each teachers responsibility. The Stanford test scores snap our teaching productivity. Data is analyzed for the incorrect answer. The results address the weakest area of student learning. Teachers are to find solutions to fix them through data and research of proved strategies that work within successful classrooms. According to Creighton (2001), collecting data without procedure is meaningless.Data driven decision making and instructional leadership musical accompaniment one another. By analyzing the data that exist in our schools, student achievement and quality in teaching and learning can improve to do students to become avid learners. Part 2 Analyzing the Survey Results The survey results of the criteria for the school survey of assessment literacy scored 84/90. Assessment, curriculum, and instruction are balanced in our school. Assessments are aligned to benchmarks, standards, and scaffolding of material over time to foster students learning. To promote student achievement, assessments are varied and reliable.Communication is accomplished with parents more or less performance through emails, assessments sent home requiring signatures, progress reports, report cards, and Stanford test scores. Since our students score in the 79-99% ranking of Stanford test scores as a class average, teachers test solutions through data to ASSESSMENT FOR LEARNING 5 improve class average test scores. If any student did poorly, teachers seek ways that will improve student learning. Principals and teachers can learn to work through the statistical data to help create goals and strategies for change and improvement (Creighton, 2001).The schools greatest area of strength in get word to assessment literacy was that data- found decisions about student mastery of standards are made collaboratively by administrators and teachers. By looking at our strengths, opportunities, weaknesses, and threats, teachers can gain perceptive information into how they may best serve their diverse students needs and administrators can find solutions to back up these students achieve an optimal learning experience at school. This creates an opportunity for teachers and administrators to work together to improve student achievement.By discernment our diverse students needs, teachers and administrators can see the big picture and find operable solutions to problems that arise at their school. This year we have added a resource room to help struggling students with special needs get help from an east southeast teacher. Curriculums are modified to accommodate students needs based on any language or learning barriers. The dominant coating of the nation-state should incorporate aspects of their experiences, cultures, and langua ges, which will enrich the mainstream culture as well as help marginalized groups to experience civic equality and recognition (Gutmann, 2004).Teachers have passe-partout development sessions and team meetings to assess proven methodologies and research to help students learn. When teachers raise students by treating them with keep an eye on and caring about their futures, and encourage students by helping them to succeed, students are more likely ASSESSMENT FOR LEARNING 6 to respect and get along with one another when taught how to be more panoptic of others, students exhibit greater tolerance (Gollnick & Chinn, 2006). Our school climate is multicultural and is reflected in every aspect of the reading at our school.This is imperative if we want our students to vie in a global economy and to ensure learning and fair-mindedness for all students. The schools greatest limitation in regard to assessment literacy is that not all teachers recognize students emotional connection to assessment and its results. Also, the formative assessments are not used regularly to tell members only where to focus their improvement efforts and how to do it in a timely manner. My students grunt that some teachers take a month to grade papers.Parents complain to me that other teachers do not understand their childs special needs. For instance, I have a student with dysgraphia, dyslexia, and ADHD. For spelling tests, I have found it beneficial to call him up after tests and have him spell the word to me verbally that he got wrong in writing and he a great deal gets it correct. He has transformed from a failing student to an A student. I grade his paper immediately after he turns it in and I ask him to spell the words he got wrong to me verbally.When students are failing, teachers need to find viable solutions to increase student learning. No single assessment is capable of answering all these questions to aid a students learning capabilities. A productive, multi-level assessm ent system is needed to ensure truth of all instructional decisions (Stiggins, 2008). Relying heavily on Stanford test scores impedes a students emotional connection to assessment and its results. Instead a wide arrangement of student work should become part of a portfolio to determine the overall ASSESSMENT FOR LEARNING 7 success rate of a student.If all students are to succeed, they must have continuous addition to credible evidence of their own academic success at know prescribed achievement standards (Stiggins, 2008, p. 8). Data shows teachers areas that need improvement in teaching, students weaknesses, and how to do offend next time. This will enable students to shape self-efficacy when teachers help students to see what success looks like through assessment summary to improve test taking the next time (Stiggins, 2008). This is the reason our school offers a retest at 92% of the grade.This is what Stiggins refers to as replacing the intimidation of accountability as the primary motivator through tests with the promise of academic success for all learners. This type of assessment promotes hope for all students to become successful. We are reminded by Tashik (2010), that an effective performance assessment system requires the complete interplay of some(prenominal) components 1. Teaching and learning must remain the constant focus of the school. 2. Teams of teachers cooperate on all aspects of instruction and assessment.3. Staff, department, and grade meetings are regular features of the school week. 4. Scheduling includes blocks of time for teachers to mentor and supervise student progress on the performance assessment tasks. 5. Continual development of new courses and units of study to better engage students in their learning and meet their academic needs. When these key components are intertwined, effective assessments can benefit our students through diversity and it can take the shape of molding into our students needs.When we look at the classr oom level of use, the program level of use, and the ASSESSMENT FOR LEARNING 8 institutional accountability and policy level of use, assessments can work together to scaffold student learning for optimal success. In a perfect assessment system, the foundation would play of an array of assessments that enable students to learn more through scaffolding and take ownership of his or her learning success (Stiggins, 2004). ASSESSMENT FOR LEARNING 9 References Creighton, T. (2001). Data analysis and the principalship. Principal Leadership, 1(9), 52.Gardner, H. (1999). Intelligence reframed Multiple intelligences for the 21st century. new(a) York Basic Books. Gollnick, D. and Chinn, P. (2006) Multicultural education in a pluralistic society. newly Jersey Pearson Education. Gutmann, A. (2004). Unity and diversity in democratic multicultural education Creative and destructive tensions. In J. A. Banks (Ed. ), Diversity and citizenship education Global perspectives (pp. 77-96). San Francisco Jossey-Bass. Spasovski, Ognen. (2010). Principles of the comprehensive education and the role of teachers and in-school professional staff.The Journal of Special Education and Rehabilitation,111(1-2), 67-86. Tashik, P. (2010). ever-changing the national conversation on assessment. Phi Delta Kappan, 91(6), 55-59. Stiggins, R. (2004). Classroom assessment for student learning Doing it right Using it well. Portland, OR Assessment Training Institute. Stiggins, R. (2005, Dec. ). From formative assessment to assessment FOR learning A path to success in standards-based school. Phi Delta Kappan, 87(4), 324-328. Stiggins, R. (2008). Assessment manifesto A call for the development of balanced assessment systems. Portland, OR ETS Training Institute.