Assessment for Learning Essay

The results of the personal flock of opinion literacy showed that general considerations scored 87/90, prior to show envision scored 53/55, writing the test scored 28/30, during test establishment scored 15/15, and after testing reflected 25/25. Our in unionise is a sm all private prep are with small class live sizes. As a result, most of our savants receive special(prenominal)ized angiotensin-converting enzyme on one attention and strong supervision for their pedantic victory. Teachers take every learner crapper and will succeed.It is not an option to do otherwise. Teachers must believe that all savants depose achieve a certain take of academician success, must bring all of their pupils to believe this of themselves, must accommodate the detail that disciples learn at different rates by making recitation of differentiated instruction, and must guide all students toward the attainment of standards (Stiggins, 2005, pg. 326). How we test students gather up to ta ke into consideration the impact of the learner (Stiggins, 2008).Stiggins (2008) informed get winders to utilize judgements for students by looking at the classroom level of use, the program level of use, and the institutional accountability and policy level of use. Looking at the school survey of assessment literacy will take into account these three types of assessment uses and their greatness in generating an accountability carcass for our school to develop a system that sustains agriculture for all students. My greatest ara of strength in affect to assessment literacy can be found in during test administration (15/15) and after testing (25/25).These were perfect advance and illustrated that students take were met when considering the testing environment as conducive to maximize student instruction execution and monitoring the students as they take ASSESSMENT FOR teaching 3 the test. Directions be al slipway clear and questions are rarely asked. Tests are accurate ly scored because they are reviewed twice. Assessment data is gathered for what questions students answered incorrectly and notes are make for overture of material taught the following year.It is reviewed again after the results of the test are correct to regard mastery before moving on to the next chapter. The chief(prenominal) goal is always on student acquisition and mastery of the material. The data adjusts instruction to improve student performance. Any students who do poorly are given the opportunity to retest for 92% of the grade for receipts and mastery. Parents are notified of any(prenominal) student receiving below an 86%. This is our school policy. Retests are given at bottom a week of the original test. Tests are graded the same twenty-four hours and given back the next day.This alters students to observe what they got wrong and assess ways to improve for the retest or master the material. Assessments are not always tests. Projects, reports, electronic comput er uses, etc. are vital ways to assess student tuition through a plethora of ways. Gardner (1999) believed that students learn through spatial, linguistic, naturalist, interpersonal, intrapersonal, bodily kinesthetic, legitimate/mathematical, musical, and existential. Educators should recognize that diversity needs an on-going presence, availability, and active expoundicipation in the classroom teaching process (Spasovski, 2010).If society involves all students to meet standards, then all students must believe they can meet those standards they all must be confident enough to be willing to take the risk of move (Stiggins, 2008, p. 8). My greatest limitation in need to assessment literacy is working with colleagues to design common assessments. Since we are a small private school, teachers are left over(p) ASSESSMENT FOR LEARNING 4 with the task of compiling their own assessments. Our adept will supply the assessments created by the publisher in book form or cd rom or teachers can compile their own. no(prenominal) of us work with colleagues to create assessments. We take a shit team meetings that cross teach certain areas that are being studied to enhance learning across disciplines of teaching. However, assessments are each teachers responsibility. The Stanford test scores dissect our teaching productivity. Data is analyzed for the incorrect answer. The results address the weakest area of student learning. Teachers are to find solutions to fix them through data and research of proved strategies that work within successful classrooms. According to Creighton (2001), collecting data without project is meaningless.Data driven decision making and instructional leadership alimentation one another. By analyzing the data that exist in our schools, student achievement and quality in teaching and learning can improve to pay heed students to pose avid learners. Part 2 Analyzing the Survey Results The survey results of the criteria for the school survey of assessment literacy scored 84/90. Assessment, curriculum, and instruction are balanced in our school. Assessments are aligned to benchmarks, standards, and scaffolding of material over time to foster students learning. To promote student achievement, assessments are varied and reliable.Communication is accomplished with parents most performance through emails, assessments sent home requiring signatures, board reports, report cards, and Stanford test scores. Since our students score in the 79-99% ranking of Stanford test scores as a class average, teachers look solutions through data to ASSESSMENT FOR LEARNING 5 improve class average test scores. If any student did poorly, teachers seek ways that will improve student learning. Principals and teachers can learn to tactics through the statistical data to help create goals and strategies for change and improvement (Creighton, 2001).The schools greatest area of strength in regard to assessment literacy was that data- base decisions a bout student mastery of standards are made collaboratively by administrators and teachers. By looking at our strengths, opportunities, weaknesses, and threats, teachers can gain insightful information into how they may best serve their diverse students needs and administrators can find solutions to fortune these students achieve an optimal learning experience at school. This creates an opportunity for teachers and administrators to work together to improve student achievement.By consciousness our diverse students needs, teachers and administrators can see the big picture and find possible solutions to problems that arise at their school. This year we have added a resource room to help struggling students with special needs get help from an east southeast teacher. Curriculums are modified to accommodate students needs based on any language or learning barriers. The dominant culture of the nation-state should incorporate aspects of their experiences, cultures, and languages, which w ill enrich the mainstream culture as well as help marginalized groups to experience civic equality and recognition (Gutmann, 2004).Teachers have victor development sessions and team meetings to assess proven methodologies and research to help students learn. When teachers back up students by treating them with compliments and caring about their futures, and encourage students by helping them to succeed, students are more likely ASSESSMENT FOR LEARNING 6 to respect and get along with one another when taught how to be more full(a) of others, students exhibit greater tolerance (Gollnick & Chinn, 2006). Our school climate is multicultural and is reflected in every aspect of the education at our school.This is imperative if we want our students to compete in a global economy and to ensure learning and equity for all students. The schools greatest limitation in regard to assessment literacy is that not all teachers recognize students emotional companionship to assessment and its r esults. Also, the moldable assessments are not used fixityly to show members precisely where to focalisation their improvement efforts and how to do it in a by the way manner. My students speak out that some teachers take a month to grade papers.Parents complain to me that other teachers do not understand their childs special needs. For instance, I have a student with dysgraphia, dyslexia, and ADHD. For enlistmenting tests, I have found it beneficial to call him up after tests and have him spell the word to me verbally that he got wrong in writing and he often gets it correct. He has transformed from a failing student to an A student. I grade his paper immediately after he turns it in and I ask him to spell the words he got wrong to me verbally.When students are failing, teachers need to find viable solutions to increase student learning. No single assessment is capable of answering all these questions to aid a students learning capabilities. A productive, multi-level assessm ent system is needed to ensure accuracy of all instructional decisions (Stiggins, 2008). Relying heavily on Stanford test scores impedes a students emotional connection to assessment and its results. kind of a wide arrangement of student work should become part of a portfolio to determine the overall ASSESSMENT FOR LEARNING 7 success rate of a student.If all students are to succeed, they must have endless access to credible evidence of their own academic success at mastering prescribed achievement standards (Stiggins, 2008, p. 8). Data shows teachers areas that need improvement in teaching, students weaknesses, and how to do better next time. This will enable students to build self-efficacy when teachers help students to see what success looks like through assessment analysis to improve test taking the next time (Stiggins, 2008). This is the savvy our school offers a retest at 92% of the grade.This is what Stiggins refers to as replacing the deterrence of accountability as the pr imary motivator through tests with the promise of academic success for all learners. This type of assessment promotes hope for all students to become successful. We are reminded by Tashik (2010), that an effective performance assessment system requires the perform interplay of several components 1. Teaching and learning must remain the constant focus of the school. 2. Teams of teachers collaborate on all aspects of instruction and assessment.3. Staff, department, and grade meetings are regular features of the school week. 4. Scheduling includes blocks of time for teachers to mentor and supervise student progress on the performance assessment tasks. 5. Continual development of new courses and units of line of business to better engage students in their learning and meet their academic needs. When these light upon components are intertwined, effective assessments can benefit our students through diversity and it can take the shape of molding into our students needs.When we look at the classroom level of use, the program level of use, and the ASSESSMENT FOR LEARNING 8 institutional accountability and policy level of use, assessments can work together to scaffold student learning for optimal success. In a perfect assessment system, the ass would comprise of an array of assessments that enable students to learn more through scaffolding and take ownership of his or her learning success (Stiggins, 2004). ASSESSMENT FOR LEARNING 9 References Creighton, T. (2001). Data analysis and the principalship. Principal Leadership, 1(9), 52.Gardner, H. (1999). Intelligence reframed Multiple intelligences for the twenty-first century. New York Basic Books. Gollnick, D. and Chinn, P. (2006) Multicultural education in a pluralistic society. New Jersey Pearson rearing. Gutmann, A. (2004). Unity and diversity in democratic multicultural education Creative and destructive tensions. In J. A. Banks (Ed. ), Diversity and citizenship education international perspectives (pp. 77-96). San Francisco Jossey-Bass. Spasovski, Ognen. (2010). Principles of the inclusive education and the role of teachers and in-school professional staff.The Journal of Special Education and Rehabilitation,111(1-2), 67-86. Tashik, P. (2010). Changing the national conversation on assessment. Phi Delta Kappan, 91(6), 55-59. Stiggins, R. (2004). Classroom assessment for student learning Doing it right Using it well. Portland, OR Assessment Training Institute. Stiggins, R. (2005, Dec. ). From formative assessment to assessment FOR learning A path to success in standards-based school. Phi Delta Kappan, 87(4), 324-328. Stiggins, R. (2008). Assessment manifesto A call for the development of balanced assessment systems. Portland, OR ETS Training Institute.