Harmony Turner
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.
Overview of Standard
Standard 6 is driven by an overarching commitment to teacher knowledgeability, adaptability, use of, and consideration for students' involvement, with respect to multiple forms of assessment. Standard 6 speaks to the importance of balance. That is, balancing the varying forms of assessment types, such as formative and summative, and the teacher being able to decipher, intentionally, which type will ultimately benefit everyone involved. The teacher is also responsible for aligning assessments with goals of learning, not forgetting to include students' active engagement in setting goals, and being sure to always consider differences (individual, collective). The teacher must have the means for which to interpret data, while also granting students the tools to perform self-assessment. He/She must identify what is expected for quality work, synthesize results with meaningful feedback, and prove to be ethically invested by modeling, preparing, and making accommodations (eg: role of technology), all in order to promote timely, effective documentation.
Artifact #1:
Assessment Examples (PDF)
The two assessment examples below depict two things: 1) A special seating arrangement that I created in order to benefit the success had by those with varying learning strengths and challenges, and 2) The differentiated assessment associated with the activity set for this special seated arrangement called “Rhyming Hearts.” I included these as my artifact, because I believe it captures the essence of what this descriptor stands for: adaptable, appropriate assessment that will address both learning goals and individual differences. One must have a handle on understanding the various ways assessments can be approached, the type of assessments that can be used or modified to achieve learning objectives, depending on who the task is meant for, and what results you hope to achieve. Furthermore, this artifact demonstrates my commitment to ensuring that each learner is recognized for where he/she is regarding the necessary skills to complete the task, and how this information is transposed onto the rubric design; minimizing sources of bias results from this heightened attention to detail.
Artifact #2:
KWL Charts: Honu
Descriptor: 6(k): The teacher understands the range of types and multiple purposes of assessments, and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.
Descriptor: 6(q) The teacher is committed to engaging learners actively in assessment processes and to developing each learner’s capacity to review and communicate about their own progress and learning.
The pictures included below act as direct evidence in support of Standard 6(q). By engaging students in the KWL process, they are immediately invited to begin a self-study, wherein each and every student not only reflects on what they know, and are interested in learning about, but also what they will learn, as well as what their peers have learned. It was very important to me that I include the use of a KWL, because I for one have experienced how this assessment approach does develop a learner's capacity to review and communicate. Instilling a sense of reflection, and establishing a community for sharing, are vital for all grade levels. However, I find these aspects especially crucial in Kindergarten, as students are setting up foundations which can lead them to academic, social, and emotional success.
The images I have chosen to support this artifact include the completed charts made (collaboratively) regarding the Honu (green Pacific sea turtle). Students were called up individually to share their ideas, knowledge, and questions throughout this process. Students were also able to share with one another what they already knew, as well as demonstrate a special camaraderie, in terms of what they collectively discovered. For assessment purposes, I was able to note who made which discoveries and how. For privacy purposes, names have been blurred out.
"K" and "W" portion of chart.
"L" portion of chart.
"L" portion of chart.