TPE 5 Assessing Student Learning

 Introduction: 

Our school uses NWEA MAP testing for math and literacy, it is administered 3 times a school year (once a trimester). The information from the results in this test helps us see where our students are strong and where they are struggling. We also use the results to build goals for our students.

5.1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.

5.2. Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time.

5.4. Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.

The NWEA MAP Literacy test focuses on 3 main instructional areas which are informational text, literary text, and academic vocabulary. After the test is administered we are allowed to see the progress of our students and the program breaks down exactly what content area the students are strongest and weakest in. Each category has it's own score that can be viewed aside from the overall score. This test is administered online, the teacher created a test session for students and students access the test with their Chromebooks. 

5.3. Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.

5.5. Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.

Once students are done testing then their results are printed out and reviewed with the students one on one. Their previous scores are discussed and then compared to their current scores. The student and I then come up with an obtainable goal for the next test and some strategies on how those goals can be achieved. The results of each student is also mailed out to parents to review and a copy of the goals their child and I come up with are sent home for parent to review.

5.6. Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.

5.7. Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.

5.8. Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.

Before the results are discussed with students, I get together with the other ELA teachers during a PLC day and we discuss our class results and possible goals we can come up with based on those results. We discuss how these goals can help our EL students and modify them as needed to make sure we are helping as many students as possible. When creating our goals we make sure the lessons created for those goals have visuals, step by step instructions, and can be modified for our students with accommodations for our students with IEP's and 504's. We also make sure we are scaffolding, providing graphic organizers, etc.