Professional Documents
Culture Documents
Self-Assessment
Samantha DiMatteo
Marygrove College
DiMatteo Mod1 Self-Assessment 2
After reviewing the Educational Assessment Knowledge and Skills for Teachers I
feel that I am proficient in the majority of the skills listed. Completing the Self-
Assessment survey validated this notion. I feel that I exemplify many of the skills
emphasized in both the survey and the appendix. Tomlinson and Imbeau (2010) state,
teachers learn to be responsive to the students they teach, and positive student
have a deep understanding of the content. This is an area that I feel I show great
strength in. How can we expect to transfer competence in the material if we do not
have it ourselves? Not only do I know the content of the math courses I teach, but I
know the content of both the prerequisite and post-requisite courses. Tomlinson and
Imbeau (2010) state, Students learn incrementally from their various starting points (p.
know which skills to build upon. Similarly, it is just as important that I know which skills
they will need in the future so that I can develop these skills and they will be adequately
assessment options and appropriately administer them. Brookhart and Nitko (2015)
modalities usually enhances the validity of you assessments (p. 10). Student
receptive they are being to the material. Assessments can come in many forms, from
DiMatteo Mod1 Self-Assessment 3
simple class discussions to more formal written exams. The key is to continuously
incorporate them into your classroom practice. Assessments can give us direction as to
the material we present and give us the opportunity to provide feedback to our students.
I feel confident in my ability to be able to interpret assessment results and make
sound educational decisions based on these results. Brookhart and Nitko (2015) define
the disaggregation of test results as when: the test results for the total population of
students who are poor, who are members of minority groups, who have limited English
proficiency, and who have disabilities (p. 16). Standardized testing results can help
shape the ways in which we design our curriculum and administer our lessons. Each
year the results of state examinations (PARCC, and the HSPA), national exams (SATs,
Finals) are analyzed by our PLCs. We not only consider the results of the exams as a
whole, but we disaggregate the data and examine how well various subgroups
preformed on these tests. Tomlinson and Imbeau (2010) state, when we assume that
all students reach their maximum respective potential in they achieve the same goals
under the same circumstances on the same day, we operate in direct contradiction to all
that we know about human development (p. 35). All students learn differently, and
when we consider their backgrounds we can gain insight as to which students may
results helps to shape the curriculum and guide our lessons to best support the needs
of our students.
The main areas of assessment that I feel I need to improve upon include
developing rubrics and providing useful feedback on student work. Brookhart and Nitko
(2015) state, Simply assessing students and reporting the results to them is not likely to
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affect their performance (p. 5). I am confident in my ability to use assessments for my
own feedback, however, I do not always give my students rubrics prior to an assignment
or provide thorough explanations about their work after they have completed a task.
When attempting to develop a rubric the main barrier for me is determining how much
for each category is a challenge. I struggle with the specificity of rubrics, sometimes I
feel the rubric is too detailed, other times I feel like each component needs more
elaboration. Brookhart and Nitko (2015) note, Feedback must give specific guidance to
students about what to do to improve (p. 5). When developed correctly rubrics are a
useful tools for letting students know what is required of them, they also help teachers
grade with consistence and can help identify which areas of the assessment students
lesson. If done correctly, they can offer valuable feedback to both the teacher and the
ensure that we are doing our best to reach the needs of all of our students.
References