Professional Documents
Culture Documents
Jianna Doxey
Regent University
Introduction
of pre- and post- assessments of a specific single content and what additional differentiation and
preparation needs to take place. This application of assessment will align with The Virginia
Department of Education Standards of Learning Objectives and assess that specific content. Data is
available in quantitative form in order to show specifically how data effects instructional planning,
adaptation, and accommodations. This is in addition to the current differentiation already taken
place within lesson preparation. Students are shifted throughout the classroom as the teacher shifts
his/her form.
Artifact One is a small group lesson, continuous of whole group, on text structures. It also
includes samples of student work from this lesson and a mid- and post- assessment piece. There is a
line graph and table to show the differences between student grades. This lesson took place over the
course of two weeks due to continuous school testing. No pre-assessment was given due to
students’ Reading Inventory scores recently coming in and their small groups being switched to
accommodate their updated reading data. Students completed a mid-assessment the beginning of the
second week. As, I reviewed their assessments, I was able to allow more independence with those
students that proved to understand the material and focus on more independent reading and analysis
with students that scored lower. Although students were given more independence when scoring
higher, I made it a notion to still check in and be sure to bring the entire group to one accord to
Artifact Two is the students range of Reading Inventory scores. These scores, along with
their DRA scores determined their switch of guided reading small groups, if any. Students moving
to higher groups engage with more difficult reading and have more independence. Students moving
to lower groups get a higher amount of one on one reading and as the teacher I am able to engage
PLANNING PREPARATION 3
more with their weaknesses individually. Students will again take the RI Test at the end of thee
school year to examine their reading levels and growth. Students are responsible for having their
own data in their data folder and self-acknowledging their growth along with the teacher amongst
receiving scores.
As far as my knowledge gained from classes at Regent, I learned obviously that assessment
is important. However, Regent went farther to explain that pre-, mid-, and post- assessments
provide more data and feedback than just a post-assessment. Taking that information into my
teaching, and gauging depending on content and lesson, I am able to graph and examine student
understanding and remediation at a new and deeper level. In comparison, the article The Challenge
focuses on that -servicing pre-service teachers with the newer, more functional idea of multi-
assessment. These practices “reflect a philosophy of success for all, rather than sort and rank… by
achievement, [their] goal is to model how to tap into the learning potential of every student
(Stiggins, 2005).” (Mitton-Kukner, Munroe, Graham, 2015). These practices focus on the growth,
understanding, and knowledge of students versus the grades bought in and the standardized testing
passed.
Of course, the goal is to pass SOLs; however, when too much of a students’ knowledge is
focused on memorizing and not on the skill to understand and utilize it becomes a deficiency that
students do not want to work toward. In continuation, as the teacher, to make this work you have to
not be focused on the memorization, but rather students’ practice, “their actual knowledge and
perceived knowledge, confidence, and usefulness of concepts taught” Oakes, Schellman, Lane,
Common, Powers, Diebold, Gaskill, (2018). As said in the article, Improving Educators’
of Professional Learning, not all teachers are trained for this, but with new data approaching and
PLANNING PREPARATION 4
more schools, and professional developments to teach teachers this method of assessment, teachers
could limit time of whole group reteaching, and teach the main points and remediate where needed.
This could also move into more responsibility and self-knowledge of weaknesses and strengths
(specifically in the older grades). The Exam Autopsy: An Integrated Post-Exam Assessment Model
acknowledges this possibility as students are able to receive “three sources of evaluative insight
(from self, instructor, and peer)” as they work toward understanding the reasoning behind their
References
Mitton-Kukner, J., Munroe, E., & Graham, D. (2015). The Challenge of Differing Perspectives
8/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=112029932&
site=ehost-live
Oakes, W. P., Schellman, L. E., Lane, K. L., Common, E. A., Powers, L., Diebold, T., & Gaskill, T.
8.0028
International Journal for the Scholarship of Teaching & Learning, 13(1), 1–8. https://doi-
org.ezproxy.regent.edu/10.20429/ijsotl.2019.130104