MEES Standard 7: Student Assessment and Data Analysis
The teacher candidate understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.
Artifact 1: Math Data Unit 6
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Description of Artifact: The checklist below is another example of a formative assessment that was used during the math unit “Addition Using Tens”. Each student's name is written to the left and across the top are the sections that the unit included. For every math lesson, there is a ‘star problem’ during the lesson that the students complete on their own so the educator can effectively see which students understood the topic and which need more practice once the whole group lesson is completed.
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Artifact Alignment with MEES: The checklist system uses a formative assessment strategy to effectively gather data about student understanding. Being able to walk around the room and quickly check yes or no next to a student name gives the educator a fast and effective way of taking a glance at student understanding. This information can be used in future instruction to help determine which students may need help before, during, and after the lesson is completed.
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Reflection of Philosophy: Each child has the ability to succeed in a classroom as long as they are given the tools to grow. From an educator perspective, creating a simple and effective way to capture student understanding, will help you to create a learning environment where the students abilities and goals are always kept in mind. Being able to see a pattern of struggle with a specific child can be a flag for the teacher to create more opportunities for engagement and learning in said topic.
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First Year Goals/ Growth Point: As a first year teacher, constantly keeping up with the data of the students can help you 1. Better understand their needs. 2. Clearly see if something worked or didn't from your instruction and 3. Gather data for other educators, administrators, and parents to understand the students abilities and learning needs better.
*Student names have been blurred for privacy and protection.*
A is absent
Artifact 2: Pre and Post Test Data
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Description of Artifact: As a part of interpreting data in a classroom setting, I created a document that goes through the data that was collected for pre and post tests of a lesson. The lesson began with a pre test that questioned students ability to interpret data and create a picture graph. After the math lesson on data, students took the same question post test to determine their growth of knowledge.
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Artifact Alignment with MEES: MEES Standard 7 focuses on student assessment and data analysis. This artifact used a formative summative assessment strategy of pre and post tests to assess the students knowledge before and after the lesson. The information in the pre test allowed me to see the students familiarity with the topic, and the information in the post test allowed me to see if the lesson was successful in engaging and educating the class.
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Reflection of Philosophy: Creating a classroom environment where the educator is familiar with the data on their students is important for many reasons. In order to better meet the needs of students, educators must understand where the students stand academically. This is done through formative and summative data assessment which allows educators to effectively monitor the progress of individual students and the class as a whole. From there, educators can create scaffolds to better support the students in the mainstream classroom.
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First Year Goals/ Growth Point: As a first year teacher, starting with collecting data from the start is important. Getting to know the students on a deeper level, not only academically but emotionally, will help foster a classroom environment where children are eager to learn.
