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ASSESSMENT
Deidre Gansley-Ortiz
& Lynnea Summerscales
MEET OUR TEACHERS…
Teacher A Teacher B
• Has been teaching for 24 years • Has been teaching for 22 years
• Currently teaches ELA and science • Has taught 11 years in Kindergarten and
• Most students are 10 & 11 (5th and 6th 11 in First grade.
grade) • Currently teaches 1st grade
• Working in urban, public • Working in public charter school for
elementary/middle school setting science and math-grades K-4
TEACHER A
ADDITIONAL BACKGROUND…
Why the public school system? I believe in the public school system and what it can give to every child. I think that
we should be held accountable to our local elected officials for educating the children in the community.
Why did you chose to go back into teaching after having become a principal? I l asked to return to the
classroom after 6 years as a school administrator because I needed to spend more time with my family. I was a principal at
a school of nearly 500 high schoolers, with no assistant or dean. Most days were at least 12 hour work days. Often I
stayed even later or on Saturdays for PTA meetings, student clubs, or sporting events.
WHAT TYPES OF ASSESSMENTS DO YOU
UTILIZE THE MOST?
Teacher A Teacher B
I only use inquiry based assessments and hands-on labs when I mostly utilize Formative Assessments: graphic organizers,
I teach science, but I don't get to teach much science because notebooking entries, performance evaluations, tests, oral
it is not a "tested subject" in grades 5 and 6. In ELA, I use a questioning, turn and talk, pair share, exit cards. Summative
combination of tests/quizzes and authentic assessments. I use Assessments are given at specified times throughout the year
a great deal of formative assessments throughout my lessons, to evaluate student learning by comparing them to a standard
but the majority of my end of unit/study assessments are or benchmark. Examples of Summative Assessments are:
tests/quizzes. However, in addition to my own assessments, I Dibels Reading, Dibels Math, Fountas and Pennell (reading
am required to give District-made end of unit assessments, level), Terranova Testing (state).
curriculum assessments, and writing prompts.
IN YOUR OPINION, WHAT ARE THE MAIN
STRENGTHS AND WEAKNESSES OF THE
ASSESSMENT PRACTICES THAT Y0U USE?
Teacher A Teacher B
Teacher A Teacher B
It is impossible for me to grade all students equally
- even if I wanted to, and I don't. More than 50%
I believe in treating each student as an individual
of my students are ELLs and they are provided
and grade them based on their progress, though
with scaffolded exams (word banks, limited
there are benchmarks the students must meet to
choices, limited writing). Additionally, I provide
be proficient.
grades to ELLs based upon the Can-Do Indicators
provided by the state. Similary, for students with
IEPs, I assess and grade based upon their needs
and specially designed instruction.
WHAT ADVICE WOULD THE TEACHER GIVE
NEW TEACHERS IN TERMS OF PREPARING
THEMSELVES FOR CLASSROOM ASSESSMENT?
Teacher A Teacher B
I would advise new classroom teachers to plan their
lessons with the end assessment in mind. Think about
My advice for classroom assessment would be to
what outcome do you wish to see from the students,
utilize as many different assessments as possible to
and then begin planning. I would also remind
meet all types of learning styles and to differentiate
preservice teachers to plan for differences and
on an individual basis. Also, assess on an individual,
exceptionalities in their assessments. Use formative
partner, small group, and whole class level.
assessment as a part of every lesson. The more
students talk, the more they are "getting it". Lastly,
provide frequent and timely feedback to students
regarding their assessment.