The classroom in which I completed my student teaching relied on formative

assessments to form differentiated small groups. At the end of every day we modeled

the math strategy and gave a quick two question formative assessment. We would use

the results of these formatives to create math groups for the following day (see images

below). We would meet with small 7-8 person groups who all had similar

misunderstandings. This allowed us to provide instruction that was tailored to the

learners in each small group setting. In reading we gave out similar formative

assessments that showed us who had knowledge of specific literary elements. We used

the results of these to figure out which literary elements to focus on each week during

guided reading. Guided reading groups are formed from students reading levels and

their knowledge on different reading strategies. At the end of each quarter, we would

administer a summative assessment that covered everything they learned in the

quarter. Each question was marked for the objective it covered. We created a chart that

matched each question to the corresponding SOL, and we mark each student on their

understanding of each SOL. Their score showed us which students we need to reteach

the information to in small intervention groups (see image below).

I also informally assessed students through responses on white boards and

certain hand signals. During math, I would have students work out a problem on their

white board after I model the strategy. Their responses give me a quick snapshot of

who has the knowledge to apply the strategy and who does not. I will keep the students

who do not have the strategy yet and check for mastery again as they work more

problems out on their white boards. After teaching a new strategy or topic I would ask

students to give me a hand signal to show me how the feel about the content we just
covered. A thumbs up meant Ive got the strategy and Im ready to try it on my own, a

thumbs to the side meant I think I know what Im doing but I could use more practice,

and a thumbs down meant I am lost. If the majority of the class was thumbs up that

showed me I only need to meet with a small group to revisit the material, but if the

majority of the class was thumbs to the side or down it showed me there was an issue

with the way in which I taught the information and that I needed to reteach the material

again at the whole group level. Assessing to gauge understanding and plan for further

instruction is key. When I give out formal assessments I make sure that they are directly

related to the information I taught, and that they will give me a clear picture of where the

misconceptions are so that I can best design instruction to help all my students.