GROUP INTERVIEW:

ASSESSMENT
Deidre Gansley-Ortiz
& Lynnea Summerscales
 MEET OUR TEACHERS…
Teacher A
• Has been teaching for 24 years
• Currently teaches ELA and science
• Most students are 10 & 11 (5th and 6th
grade)
• Working in urban, public
elementary/middle school setting
Teacher B
• Has been teaching for 22 years
• Has taught 11 years in Kindergarten and
11 in First grade.
• Currently teaches 1st grade
• Working in public charter school for
science and math-grades K-4
 TEACHER A
ADDITIONAL BACKGROUND…

Why you decided to teach?

I decided to teach at a very early age. I knew by 5th grade that it was my dream and I never changed my mind. I
volunteered to work with teachers and do simple things like work on bulletin boards and grade spelling tests when I was
younger. Then I worked with children throughout college until I could get an actual teaching position.

Why the public school system? I believe in the public school system and what it can give to every child. I think that
we should be held accountable to our local elected officials for educating the children in the community.

Why did you chose to go back into teaching after having become a principal? I l asked to return to the
classroom after 6 years as a school administrator because I needed to spend more time with my family. I was a principal at
a school of nearly 500 high schoolers, with no assistant or dean. Most days were at least 12 hour work days. Often I
stayed even later or on Saturdays for PTA meetings, student clubs, or sporting events.
 WHAT TYPES OF ASSESSMENTS DO YOU
UTILIZE THE MOST?
Teacher A
I only use inquiry based assessments and hands-on labs when
I teach science, but I don't get to teach much science because
it is not a "tested subject" in grades 5 and 6. In ELA, I use a
combination of tests/quizzes and authentic assessments. I use
a great deal of formative assessments throughout my lessons,
but the majority of my end of unit/study assessments are
tests/quizzes. However, in addition to my own assessments, I
am required to give District-made end of unit assessments,
curriculum assessments, and writing prompts.
Teacher B
I mostly utilize Formative Assessments: graphic organizers,
notebooking entries, performance evaluations, tests, oral
questioning, turn and talk, pair share, exit cards. Summative
Assessments are given at specified times throughout the year
to evaluate student learning by comparing them to a standard
or benchmark. Examples of Summative Assessments are:
Dibels Reading, Dibels Math, Fountas and Pennell (reading
level), Terranova Testing (state).
 IN YOUR OPINION, WHAT ARE THE MAIN
STRENGTHS AND WEAKNESSES OF THE
ASSESSMENT PRACTICES THAT Y0U USE?
Teacher A
The strength of tests/quizzes is that the are given in a familiar
format and so students know exactly what to expect. The
weakness is that these types of assessments do not always give
you an idea of whether students can apply new learning. They
simply require students to memorize and spit back information.
Teacher B
The strengths of the Formative Assessments are that they help me
to monitor individual student learning and provide immediate
feedback to students, enabling them to improve their performance.
I am able to check for individual student understanding to help me
plan for their future instruction. These assessments also help me
differentiate instruction to improve achievement and gain success.
The weaknesses include: students who display difficulty taking
written tests due to nervousness and difficulty with written
responses and transferring their thoughts onto paper.
 HOW MUCH DO REGULAR CLASSROOM
ASSESSMENTS COUNT TOWARDS OVERALL
GRADES?
Teacher A Teacher B

Attendance does not count towards a

student's grade. Homework - 10% About 85%
Quizzes - 25%
Classwork - 25%
Tests - 40%
 DO YOU GRADE ALL STUDENTS EQUALLY OR IS
THE GRADING BASED UPON THE INDIVIDUAL
CHARACTERISTICS OF THE STUDENT?

Teacher A Teacher B
It is impossible for me to grade all students equally
- even if I wanted to, and I don't. More than 50%
I believe in treating each student as an individual
of my students are ELLs and they are provided
and grade them based on their progress, though
with scaffolded exams (word banks, limited
there are benchmarks the students must meet to
choices, limited writing). Additionally, I provide
be proficient.
grades to ELLs based upon the Can-Do Indicators
provided by the state. Similary, for students with
IEPs, I assess and grade based upon their needs
and specially designed instruction.
 WHAT ADVICE WOULD THE TEACHER GIVE
NEW TEACHERS IN TERMS OF PREPARING
THEMSELVES FOR CLASSROOM ASSESSMENT?

Teacher A Teacher B
I would advise new classroom teachers to plan their
lessons with the end assessment in mind. Think about
My advice for classroom assessment would be to
what outcome do you wish to see from the students,
utilize as many different assessments as possible to
and then begin planning. I would also remind
meet all types of learning styles and to differentiate
preservice teachers to plan for differences and
on an individual basis. Also, assess on an individual,
exceptionalities in their assessments. Use formative
partner, small group, and whole class level.
assessment as a part of every lesson. The more
students talk, the more they are "getting it". Lastly,
provide frequent and timely feedback to students
regarding their assessment.