Running head: ASSESSING STUDENT NEEDS

Assessing Student Needs

Ana Rosa Barela
National University

In partial fulfillment for the requirements for TED 635

Professor Dr. Pine
August 7, 2015

ASSESSING STUDENT NEEDS

2
Abstract

This paper includes 15 different assessment techniques, along with a description, purpose, and
example for each. The purpose of this assignment is to provide alternate methods which teachers
can use to differentiate the assessment routines in a classroom and includes scenarios or
examples of how they are implemented in the classroom.

ASSESSING STUDENT NEEDS

Assessment
Technique

Purpose

Example

1. Keep the
question goingThe teacher will ask
a student a question
and then ask a
second student if
the answer given
seems reasonable or
correct and give
examples or
explanations as to
why. A third student
will be asked to
give rationale as to
why there is an
agreement or a
disagreement

This strategy can be entry

level, progress, or summative.
It keeps students engaged
because they must be prepared
to either agree or disagree
with the answers given by
their peers and be able to
rationalize the reason for their
explanations. "Interactive
evaluation procedures are
designed to breed success and
enhance students'
metacognitive capacities"
(Eby, Herrell, & Jordan,
20011, p. 228). having a safe
supportive environment will
encourage all level students to
participate because answers
are more opinionated and the
learning is more on the
rationalizations.

The teacher will ask a student a

question from the current
reading of Where the Red Fern
Grows such as:

Gives students the opportunity

to think about a topic and also
consider another point of
The teacher asks a
view, by working together
question or asks the with a partner. It can be used
students to think
within a planned lesson or to
about a concept,
prompt spur of the moment
then they pair up
discussions and is usually to
with a peer and
monitor progress or
discuss both their
summative. This strategy can
answers or points of be beneficial for ELL students
view.
and struggling students when
paired with a student that will
be a peer coach.

The teacher is going over a

lesson and comes across a topic
or academic word and asks the
students "what do you think
_______ is?" and then ask them
to get with their partners to
discuss each of their answers.

3. Journal Entry

The teacher can give a writing

prompt for any subject, even
math, such as:

2. Think-PairShare

Students use a
prompt given from
the teacher to write

Provides all students an

opportunity to improve on
their writing skills (especially
ELL) and a chance to express
themselves in their writing,

How would you describe the

main character "Billy" from the
book?
The second student will agree
or "would like to add to that" or
disagree and give their
perspective or opinion and the
third student can mediate the
reasons for the disagreement or
why they are both on the same
page.

I am an alien from another

ASSESSING STUDENT NEEDS

in their journals or
are free to express
themselves on a
given topic.

without fear of spelling or

punctuation (while at the same
time improving in these
areas). With specific prompts,
it also helps reinforce
learning. This can either be
done before a lesson as a preassessment or at the end of the
lesson.

planet and love learning about

numbers and math but I don't
understand ______ yet, can you
please explain it to me?

4. Venn Diagrams

Usually a summative
assessment, it is a visual
depiction of the similarities
and differences between
concepts that help structure
the way students think about
the similarities and
differences between these
concepts as they fill in the
diagrams. It can be
differentiated in the set of
circles or in the subject of the
diagram to accommodate
students.

In a history lesson the teacher

can have the students use a
Venn diagram to show the
differences and similarities/
commonalities between George
Washington and Abraham
Lincoln.

Diagram of set of
circles that overlap
that show
relationships
between 2,3, or 4
different things, the
intertwining
segments show
what they have in
common.

5. Jeopardy

It is a summative assessment
and can be used different
Based off of
groups ranging from pairs to
popular TV game
half of the class. It is
hosted by Alex
collaborative and can be
Trebek where the
beneficial for ELL students
answer is given and through the social interaction.
the student or
students have to
come up with the
question.

Using online template from

website such as
https://jeopardylabs.com/build/
the teacher can provide
different categories to review
lessons for subjects such as
math, science, history etc. and
provide the answer such as "In
1492 I sailed the ocean blue" to
which the student/students
respond with "who is
Christopher Columbus?"

6. pop quizzes

After and assigned chapter

reading, the teacher can have a
pop quiz with one or a few
questions about what happened
in the story.

Helps to keep students on

task with their readings or to
A random or spur of help them remember
the moment
important facts. It provides
assessment
"teachers with a way to know
whether the students are
learning the material day by
day" (Eby, Herrell, & Jordan,

ASSESSING STUDENT NEEDS

2011, p. 212) and also a way

for teachers to see what
concepts may need to be reteached based on the
outcomes.
7. Exit pass

An exit pass incorporates

The teacher can ask "what
writing and prompts students three things did I learn about
Before leaving the
for critical thinking. It is quick _________ today?"
classroom, a student but students can work at their
must answer a
own pace and also helps the
question in writing students reflect on the material
or write a reflection they just learned.
on what was
learned and turn it
in as they exit the
classroom
8. Student
portfolio

It is progress-monitoring and
documents students progress
in different subject matters by
Portfolios are a
containing different work
"collection of work samples, anecdotal records,
samples designed to tests, and other documents.
illustrate a person's Different learning styles are
accomplishments"
included because of the
(Eby, Herrell, &
variation of projects and
Jordan, 2011, p.
assignments. The portfolios
220).
can be customized to each
students needs.

9. Multiple Choice
gives students the
option to answer
from a number of
choices

10. Essays

Both my daughters had the

same kindergarten teacher who
created a portfolio for each
student throughout the year. It
was a collection of different
works and art projects and at
the end of the school year the
students were able to take it
home with them. Looking
through it, it was evident to see
the writing progress made
throughout the year from first
writing just their name to
finishing the school year being
able to write a complete
sentence.

A summative assessment
California's STAR testing and
which teachers can use for
the SAT, are examples of
error analysis and determine if multiple choice tests.
a concept needs to be reteached "if more than 30% of
your students missed an item"
(Eby, Herrell, & Jordan, 2011,
p.208)
Summative "means of
knowing what students

The teacher can present a

guideline:

ASSESSING STUDENT NEEDS

A short piece of
writing on a
particular topic

comprehend, how they would Write a one page essay on why

apply their new learning, and photosynthesis is important.
how they analyze and evaluate
the ideas and concepts" (Eby,
Herrell, & Jordan, 2011, p.
214) through their writing.

11. Discussions

"Teachers may observe as

students take part in
discussions to determine the
extent to which various
students understand the
concepts" (Eby, Herrell, &
Jordan, 2011, p. 211). It
encourages Students to
formulate, take risks, and dig
for deeper meanings in a
topic.

The teacher can start a

discussion with the classroom
with a question such as:

Summative assessment that

helps students to make the
visual connections.
Differentiated to help
visual/tactile learners and for
ELL learners.

The teacher can ask students to

draw and label the different
parts of a flower.

Summative and a form of oral

examination "because it
provides students with an
opportunity to prepare to
speak about a subject by
learning a great deal of
content and evidence for
opinions prior to the event"
(Eby, Herrell, & Jordan, 2011,
p. 216).

The teacher will provide

questions for debate such as:

informal short
activity to assess
how students
learning is
progressing

12. Drawing and

labeling
students to draw
what they
understand
13. Debate
Opposing
arguments put
forward about a
formal discussion
on a specific topic

14. Criterion
Referenced test
assessments
designed to
measure student
performance that
provides for
translating test

"Can you think of a time when

you felt like the character in the
story we just read?"

Does the internet do more good

or bad?
Or
Should animal testing be
banned?

Summative assessment which Weekly spelling test or 5 a day

demonstrate whether students for math problems.
have mastered a new skill or
show mastery of an objective.

ASSESSING STUDENT NEEDS

scores
15. Learning
Contract
Contract between
student and teacher
on expectations for
a unit or assignment

A real life practice and a way

for students to take control of
their learning by setting
expectations for themselves.
Used as teaching strategy by
providing several activities
that can be differentiated to
meet each students needs and
then when unit is complete
"the contract will be used to as
the basis for assessing what
each student has
accomplished" (Eby, Herrell,
& Jordan, 2011, p. 216). So it
can be summative when
contract is finished but is
progress monitoring in the
process. A learning contract
will

Example of Student Contract

______ Student Contract
I, ___, a student in 6th grade at
Martinez Elementary School,
do hereby contract to complete
the following tasks during the
unit on Ancient China
1. Read chapters 7 & 8
2. Complete Chapter Quiz 7
3. Complete Chapter Quiz 8
4. Create Ancient China
timeline
5. Essay "If I was King/Queen
during Ancient China Dynasty
what would I do/ have done
differently? Why?"
Signed this day____
Student Signature_______
Teacher Signature_______
Witness Signature________

References
Eby J., Herrell A. & Jordan M. (2011). Teaching in K-12 schools: A reflective action approach.
(5th ed.) Upper Saddle River, New Jersey: Pearson Education.