Assessment for Learning Essay

The results of the ain survey of sound judgment literacy showed that general imagines scored 87/90, prior to rivulet design scored 53/55, makeup the leaven scored 28/30, during test administration scored 15/15, and subsequently interrogatory reflected 25/25. Our tutor is a smooth private drill with sm alto causeher instructroom sizes. As a result, most of our assimilators secure redundantized ace on mavin attention and strong supervision for their faculty member mastery. Teachers believe every educatee apprise and will succeed.It is non an option to do otherwise. Teachers must(prenominal) believe that entirely bookmans nookie achieve a certain train of academic advantage, must bring all of their school-age childs to believe this of themselves, must accommodate the point that schoolchilds instruct at different run by reservation use of tell management, and must guide all educatees toward the accomplishment of standards (Stiggins, 2005, pg. 326) . How we test school-age childs need to labor into consideration the impact of the learner (Stiggins, 2008).Stiggins (2008) informed teachers to engage opinions for students by spirit at the setroom train of use, the program level of use, and the institutional office and policy level of use. looking for at the school survey of judgment literacy will fritter into account these iii types of judgement uses and their importance in generating an accountability governance for our school to develop a system that fosters tuition for all students. My superior atomic number 18a of personnel in regard to estimation literacy suffer be put to trounceher in during test administration (15/15) and aft(prenominal) testing (25/25).These were perfect scores and illustrated that students needs were met when considering the testing surroundings as conducive to maximize student act and monitoring the students as they take discernment FOR LEARNING 3 the test. Directions atomic number 18 endlessly clear and questions atomic number 18 seldom asked. Tests be accurately scored because they ar reviewed twice. sagacity data is gathered for what questions students answered incorrectly and nones argon made for better(p)ment of material taught the following(a) year.It is reviewed again after the results of the test ar completed to ensure mastery in the beginning moving on to the next chapter. The chief(prenominal) goal is always on student work and mastery of the material. The data adjusts affirmation to break student performance. Any students who do poorly are give the probability to retest for 92% of the physique for repairment and mastery. Parents are notified of any student receiving below an 86%. This is our school policy. Retests are given at bottom a week of the original test. Tests are graded the same day and given back the next day.This enables students to ob set what they got scathe and assess ways to improve for the retest or master the material. perspicacitys are not always tests. Projects, reports, computer uses, etc. are bouncy ways to assess student breeding through a plethora of ways. Gardner (1999) believed that students learn through spatial, linguistic, naturalist, interpersonal, intrapersonal, bodily kinesthetic, logical/mathematical, musical, and existential. Educators should issue that diversity needs an on-going presence, availability, and active connectedness in the sortroom teaching method touch on (Spasovski, 2010).If society wants all students to meet standards, past all students must believe they fuel meet those standards they all must be confident enough to be free to take the risk of trying (Stiggins, 2008, p. 8). My greatest confinement in regard to assessment literacy is take a craping with colleagues to design common assessments. Since we are a small private school, teachers are left judicial decision FOR LEARNING 4 with the task of compiling their own assessments. Our whiz z will supply the assessments created by the publishing house in book form or cd rom or teachers bathroom compile their own.None of us bestow with colleagues to create assessments. We bring forth team up meetings that corrupt teach certain areas that are creation studied to enhance breeding crossways disciplines of teaching. However, assessments are each teachers responsibility. The Stanford test scores analyze our teaching productivity. Data is analyzed for the incorrect answer. The results bid the weakest area of student nurture. Teachers are to suffer solutions to fix them through data and look of proven strategies that work within sure-fire classrooms. According to Creighton (2001), collecting data without character is meaningless.Data driven decision making and teaching methodal leadership support one another. By analyzing the data that exist in our schools, student achievement and quality in teaching and learning can improve to assist students to become avid le arners. trigger 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 m to foster students learning. To promote student achievement, assessments are varied and reliable.Communication is gracious with parents about performance through emails, assessments displace 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 fixk solutions through data to mind 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 operate on through the statistical data to stand by create goals and strategies for change and improvement (Creig hton, 2001).The schools greatest area of strength in regard to assessment literacy was that empiric 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 insightful information into how they may best serve their diverse students needs and administrators can make up ones mind solutions to encourageing 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 understanding our diverse students needs, teachers and administrators can see the big picture and call up possible solutions to problems that arise at their school. This year we have added a resource room to aid struggling students with special needs get servicing from an ESE teacher. Curriculums are circumscribed to accommodate students needs based on any actors line or l earning barriers. The dominant nuance of the nation-state should incorporate aspects of their experiences, finishs, and languages, which will enrich the mainstream culture as well as help marginalized groups to experience civic equality and cognition (Gutmann, 2004).Teachers have professional development sessions and team meetings to assess proven methodologies and research to help students learn. When teachers support students by treating them with respect and lovingness about their futures, and encourage students by component break dance them to succeed, students are much analogously estimation FOR LEARNING 6 to respect and get along with one another when taught how to be more tolerant of others, students exhibit greater tolerance (Gollnick & Chinn, 2006). Our school climate is multicultural and is reflected in every aspect of the direction at our school.This is imperative if we want our students to manage in a global saving and to ensure learning and equity for all st udents. 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 exactly where to tension their improvement efforts and how to do it in a timely manner. My students complain that approximately 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 rig 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 often gets it correct. He has modify from a failing student to an A student. I grade his paper without delay 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 respond all these questions to aid a students learning capabilities. A productive, multi-level assessment system is needed to ensure the true 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 exhibition of student work should become part of a portfolio to determine the overall ASSESSMENT FOR LEARNING 7 triumph rate of a student.If all students are to succeed, they must have continuous access to thinkable evidence of their own academic success at mastering prescribed achievement standards (Stiggins, 2008, p. 8). Data shows teachers areas that need improvement in teaching, students weaknesses, and how to do better next time. This will enable students to retrace self-efficacy when teachers help students to see what success looks like through assessment outline 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 determent of accountability as the primary incentive through tests with the promise of academic success for all learners. This type of assessment promotes go for for all students to become successful. We are reminded by Tashik (2010), that an effective performance assessment system requires the complete interplay of several components 1. Teaching and learning must remain the constant focus of the school. 2. Teams of teachers collaborate 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 grapple student progress on the performance assessment tasks. 5. Continual development of peeled courses and units of study to better engage students in their learning and meet their academic needs. When these happen upon components are int ertwined, effective assessments can wellbeing our students through diversity and it can take the shape of molding into our students needs.When we look at the classroom 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 contain of an array of assessments that enable students to learn more through scaffolding and take will power 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 twenty-first century. newfound York Basic Books. Gollnick, D. and Chinn, P. (2006) Multicultural direction in a pluralistic society. New Jersey Pearson raising. Gutmann, A. (2004). Unity and diversity in democratic multicultural cultivation germinal 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 inclusive education and the region of teachers and in-school professional staff.The Journal of Special Education and Rehabilitation,111(1-2), 67-86. Tashik, P. (2010). 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.