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Assessment of Student Achievement

Jordan Schave

Saint Marys University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standards 7 & 8

EDUW 693 Instructional Design and Assessment

Teresa Lien, Instructor

April 22, 2017

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Selected Wisconsin Teacher Standard Descriptors

Standard #7: Teachers are able to plan different kinds of lessons.

The teacher organizes and plans systematic instruction based upon knowledge of subject

matter, students, the community, and curriculum goals.

Knowledge. The teacher knows how to take contextual considerations (instructional

materials, individual student interests, needs and aptitudes, and community resources) into

account in planning instruction that creates an effective bridge between curriculum goals and

students' experiences.

Dispositions. The teacher believes that plans must always be open to adjustment and

revision based on student needs and changing circumstances.

Performances. The teacher creates lessons and activities that operate at multiple levels

to meet the developmental and individual needs of diverse learners and help each progress.
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Standard #8: Teachers know how to test for student progress.

The teacher understands and uses formal and informal assessment strategies to evaluate

and ensure the continuous intellectual, social, and physical development of the learner.

Knowledge. The teacher understands the characteristics, uses, advantages, and

limitations of different types of assessments (e.g. criterion-referenced and norm-referenced

instruments, traditional standardized and performance-based tests, observation systems, and

assessments of student work) for evaluating how students learn, what they know and are able to

do, and what kinds of experiences will support their further growth and development.

Dispositions. The teacher is committed to using assessment to identify student strengths

and promote student growth rather than to deny students access to learning opportunities.

Performances. The teacher evaluates the effect of class activities on both individuals

and the class as a whole, collecting information through observation of classroom interactions,

questioning, and analysis of student work.

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Danielson Domains

Domain 1: Planning and Preparation

Component 1a: Demonstrating Knowledge of Content and Pedagogy

Component 1c: Selecting Instructional Goals

Component 1f: Assessing Student Learning

Domain 3: Instruction

Component 3b: Using Questioning and Discussion Techniques

Component 3c: Engaging Students in Learning

Component 3d: Providing Feedback to Students

Domain 4: Professional Responsibilities

Component 4a: Reflecting on Teaching

Component 4b: Maintaining Accurate Records

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Pre-assessments

Self-Reflection Assessment of Student Performance and Learning Environment

My classroom at the beginning of the year was composed of 22 kindergarten students, 12

males and 11 females. Currently I have 21 students, one male and two females students have

moved out of the district by the end of December. I have also had new male students that have

been place in my classroom, one in November and one in January. Transitions of the new

students have gone smoothly. All of my students have great behaviors . Some of the students are

working on self control, blurting out the answer and not being able to sit still are two skills that

we are working on perfecting this year.

For my SLO this year, I looked at September grade level and benchmark data in the

forms of sight words, Fountas and Pinnell reading level, letter recognition, and sounds of letter

knowledge. After the fall testing, two students are reading at level A, fourteen students are

reading at level AA, and seven students are reading at Pre-AA. This year we wanted to break

down the level AA group into two groups because they are we viewed that there are notable

differences between students that know their letters and letter sounds and students that dont. We

used PALS data in addition to the F&P to distinguish the difference between a AA and a

Pre-AA. Students that fell lower than 50 points on PALS and were not able to read a level A

story were classified as Pre-AA. Students that were not able to read a level A story but scored

above 50 points on PALS were classified as AA, having pre reading skills.

My SLO goal is to to have 90% of my students grow at least four reading levels or a full

grade level as measured by the Fountas and Pinnell Reading Assessment from the fall of 2016 to

the spring of 2017.

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Instructional Strategies to Guide Learning Process and Growth

To meet my end of the year goal I have differentiate my guided reading groups during the

Daily 5. The students are grouped together by their reading level. When I am working with each

group, I am working on individualized skills that the group needs to further their reading ability.

When students are reading to self, they have chosen books of their interest and at their level. I

have used Jolly Phonics, Words their Way, Fry sight words (district selected), comprehension,

decoding strategies, and CAFE to build my students reading skills. I have progress monitored the

the students throughout the year that

Our school has a school wide literacy intervention that is every day for thirty minutes.

The students are split up into four different groups based on their needs from assessments. The

teachers decide what the students will be working on and where each student will go. In addition,

we have one additional teacher that will be working with a small group of our lowest students.

I have personalized students learning by breaking down the sight word list into sections.

This allows the students to master a section at a time and then continue on to the next. The iPads

in my classroom have the applications organized by skill allowing the students to target a

particular skill.

Post-assessments

Comparison of Student Performance Related to Targeted Student Learning Objective(s)

Having an SLO that spans the full year has not allowed me to collect my final data for my

SLO. The spring testing window has not opened yet, and I have only been progress monitoring

my students that were below the winter benchmark. My data will be summarized from my winter
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testing results. I had forty percent of my class meeting or above the end of the year goal of four

reading levels and forty percent of my class that have grown by three reading levels, meeting the

winter goal. The following didnt meet the the winter benchmark; fifteen percent of my class that

have grown two reading levels, five percent or one student has grown by one level.

One of my students that is extremely low in their literacy ability has been working one on

three with a teacher on Leveled Literacy Intervention. Thus far the student has shown a

tremendous growth in comprehension, accuracy, and efficiency in answering questions. This

student has currently gown by four reading levels.

With the current progress monitoring of the four students that didnt meet the winter

benchmark, I have one student that has not grown at least three levels over the course of the year.

I am extremely excited to see how this student performs during the spring testing because she has

really opened up over the past two weeks. She was extremely shy and quiet the whole year. The

rest of my students have grown at three to four level prior to the spring testing and they should

be on track to meet the goal of four reading levels.