InTASC Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth,
to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Learning Goal: Student(s) will feel that their different learning needs are being met individually.

Narrative:
As a part of Student Teaching, I analyzed the academic
growth that a group of seventy ninth-graders made within a To
Kill A Mockingbird unit. I gave the students a pre-test to see
where they needed help. The results of that Common
Assessment were analyzed, so I could make lessons that taught
the students any concepts they did not have mastery of before
the unit of study.
Above are the categories that students were placed Once saw what the students needed, I developed a
in based on their pre-assessment result.
student-centered unit that met the specific needs of the
learners. Differentiated lessons were crafted to focus on the
material the students did not master. Students were explicitly
taught to evaluate literary elements through whole-class
instruction, individual assignments, group collaboration,
creative exercises, and learning centers.
After explicit, intentional instruction, the post-
assessment shows that 85.7% of the students achieved
mastery. Of the students who mastered the material, 35.7%
are categorized as advanced due to their scores on the
Above are the categories that students were placed
examination.
in based on their post-assessment result.

Reflection: Formative Assessments

I learned a lot about how learning happens when I Student
analyzed my students’ needs. I realized how much of an impact names
redacted
intentional lessons have on student growth. As I taught the
lesson, I analyzed the formative assessments, so I could
continue to make changes to my lessons. This gave me the
opportunity to craft specific, individualized lessons for each
group.

I focused a lot of differentiation and collaboration

during this unit. These lessons were created to teach to the
Multiple Intelligences. Regardless of their learning style,
students used higher order thinking. To make sure I was
putting my best lessons forward, I brought my lessons to other
teachers, so I could get their advice on what needed to be
changed. Overall, I was able to help students grow because I
focused on assessment.