Assessments are critical to teaching for two different reasons. The first is based on assessment of learning. This is used so that teachers know that their students have obtained the knowledge from the lessons. These assessments cover all of the mandatory standards that the students are required to know. These cover both reasoning skills and factual knowledge that the students must possess. The other type of assessment is assessment for learners. This type of assessment is used during instructional time, such as guided or independent practices. These allow the teacher to make sure that the students are comprehending the lesson that is being taught. This helps to eliminate misconceptions that the students may have and, also, further their knowledge. When either of these assessments are being given, it is important to remember all of the different learning needs in your classroom. This may mean that an adaptation of the original test may need to occur for students who have dyslexia or ESL. By doing this, it allows all the students to have an equal opportunity to succeed in the classroom.
The elements of Domain 1f are...
Citations:
(2017). Static.pdesas.org. Retrieved 15 October 2017, from http://static.pdesas.org/content/documents/danielson_rubric_2.pdf
The elements of Domain 1f are...
- Congruence with constructional outcomes: It is key to remember that assessments must align with the learning expectations and standards that are put forth from the school district and state.
- Criteria and standards: Expectations must always be clearly stated so that the students are not confused on what topics they must be comfortable with.
- Design of formative assessments: Assessments for learning must be put in the teacher's lesson plan so that ample time is set aside for this type of assessment.
- Use of planning: Assessments are put in place so that teachers can see what their students did or did not understand. This allows them to then alter their future plans based on the students' needs.
Citations:
(2017). Static.pdesas.org. Retrieved 15 October 2017, from http://static.pdesas.org/content/documents/danielson_rubric_2.pdf