Reflection

on Assessment in Teaching

I have been teaching for two years now and both years I was given sets of data for my students. The first year was a wash with the data, as I had little understanding of how to apply what I needed. I finally did my own investigating and discovered I could look at a lot of helpful information about my students through their benchmarks. This class has taken that even further, as I have a better idea how to apply the information to my students as individuals.

This class made me aware that I don’t have to rely solely on standardized tests. I am so used to everyone screaming “research-based” at me, and for good reason, but I actually came across sections of the text which said that you, as the teacher, sometimes can follow your instincts.

I always write an annual plan for the year, but next years’ will include some planned assessments that are not given by the school to everyone, but by me to my Intensive Reading students. I feel better prepared to investigate assessments and to write actions plans for my students. I wish I had the time in a year to writing a LIP for each of my students, but I know that I cannot. I can, however, try to get my students self-directed and writing their own reading goals for the year, and I can choose the ten lowest students to write LIP’s for, and I will.

I know that my experience is very different working in a charter school, but I also have the unique opportunity of working in a K-8 environment and I will soon be the most qualified reading teacher on staff. I know that I’m doing good work in my Title-1 school and I know that my new skills in assessment will make me a much better teacher. I hope I can be the reading specialist for the school I work at now, because we are in dire need of one.

Next Years Assessment Goals

• Involve students in writing their own reading goals for the year
• Choose an in-class benchmark assessment
• Involve students in self-selected portfolios
• Write LIP’s for Tier 3 RTI students
• Portfolio checks and discussions three times in the year
• 10% improvement minimum for every student in my class from last year’s benchmark scores

I want to make sure I can truly be qualified to teach any grade level reading, but my focus will always be struggling adolescents. Nothing feels better than encouraging a kid who hasn’t felt positive about reading or academics EVER. My students told me reading wasn’t boring anymore, and it was the most touching moment of my teaching career to date. I cannot wait to move forward a better, more hopeful, teacher!