Michelle Belanger

Competency 4: Reflection
SEI 650

The following products I have chosen to represent my knowledge and
competency of Assessment.
The first product is from the Summer of 2012 in completed in SEI 508. For
this assignment I was asked to do a standardized assessment of a child. I used the
Battelle Inventory 2
nd
edition on a typically developing child enrolled in the
program where I work. I was given the option to do this assessment with a fellow
collogue however the timing did not work out and I did the assessment on my own.
In hindsight I am grateful that I did. I was able to gain the experience of performing
a standardized assessment and scoring the assessment myself, something I had little
exposure to before this assignment. The Battelle is one of the two assessments that
are used to qualify children for services through Child Development Services. Being
a teacher I have referred several children to CDS and becoming familiar with this
assessment was helpful when I observe children for referral.
The second product I chose is from SEI 525, completed in the Fall of 2012.
For this product, I used the curriculum-based assessment, the AEPS, on a child who
had been previously diagnosed. This assessment had me working with a child who
was in the process of being diagnosed due to cognitive and social concerns. It was
helpful to be able to assess the child through tasks and observations in her natural
environment and then again be able to practice scoring the assessment. This
assessment evolved my skills even further in that after scoring the assessment, I
made recommendations based on the scores to assist the child in her environment.
The third product I choose is from SEI 513 completed in Spring 2014. For
this product I chose a reflection of doing an assessment on 16 children. This
assessment was to assess the children in their math knowledge. Using the
curriculum Everyday Math, I assessed all the children in my classroom using the
Everyday Math assessment. After the assessment I was able to take the results from
the assessment and plan the curriculum to meet the needs of the children. This
assessment was difficult because it one child after another. It took a great deal of
time to complete. Because of this mass assessment, I was able to figured out how to
access children by observing and assessing more than one child at a time. I did the
follow up assessment this way instead of the one by one approach.
The forth and final product is a copy of the PALS assessment that I am
required to do for my work. The PALS assesses phonological awareness, rhyming,
book knowledge and letter sounds. This assessment the Portland school district has
used to show how well prepared the Pre-K children are when entering
Kindergarten. We use this assessment in the Fall and again in the Spring. For some
children we also will assess in the Winter to check on childrens progress. I use this
assessment to monitor the childrens progress and knowledge throughout the year.
I find it a very helpful tool to see a childs academic progress as a direct result of my
teaching.