G3.

3 Reflection
Goal 3: Assessment

Use and interpret assessment data from multiple measures for entry level,
progress-monitoring, and summative assessments of student academic
performance to inform instruction.

G3.1 Artifact: Annotated List of Assessments

G3.2 Artifact: Assessment with Feedback
Reflection:
It is often said that instruction and assessment go hand-in-hand; you cant have one
without the other. This means that a teachers job is not strictly in the teaching. The
teacher must evaluate the students and share those results. It is not enough to only
evaluate at the end, either, for evaluations are useful if a chance to respond to the
evaluations is presented. Thus, entry-level, progress-monitoring (formative), and
summative assessment are all part of the teachers repertoire for assessing
students. Artifact G3.1 lists the most common assessment tools used in my
classroom. Interestingly, the longest list belongs to formative assessment, which is
logical because that is the stage of assessment at which students are best equipped
to take advantage of the results of the assessment to stay the course or to change
course.
G3.2 Artifact is an example of a short-response quiz in which I provided feedback for
the student. In addition to individual feedback for the student, I have also reviewed
the quiz with the class and emphasized how reading comprehension on the
students part can affect the quality of the answer. I also suggest a few ways to
solve the problem as several approaches could potentially earn full credit.