Assessing students is an invaluable way of determining student growth; pre-assessments provide teachers with knowledge of the base upon which they must build; anecdotal notes show student progression, and they drive instruction; and post-assessments show whether students have become proficient or whether they need further remediation.
This student’s pre-assessment shows that he did not understand what value of a digit meant, and he could not explain the difference between value and place. There also seemed to be some confusion about what the word digit meant, so that was addressed along with the other deficiencies. Less time was spent with this student on determining place.
The same student performed much better on the post-assessment; he was able to determine the value of a given digit in a number, and he could explain the difference between value and place. He was also no longer confused about the term “digit.”
The anecdotal notes that provided data to guide instruction. Students were assessed in guided math groups through written examples (mostly using dry-erase boards and/or manipulatives) and observation. They received a “P”
(proficient) if they showed understanding and a “DP”
(developing proficiency) if they were still having difficulty; these marks determined what I worked on with them each day, both collectively and individually.
Artifact 2: Phonological Awareness Literacy Screening Data
Using data from mandatory screenings is a great way to find out where students are in their learning and provides the information necessary for teachers to plan lessons that will help students grow.
The above data was taken from the Phonological Awareness Literacy Screening (PALS) and running record for each student and was used to differentiate and drive instruction in guided reading groups.