Vanessa Hadley

Observation Reflection

Assessments are crucial in measuring a students mastery of a topic and standard. These
assessments can come in many forms; formative assessments, summative assessments,
benchmark assessments, and diagnostic assessments are just a few to name. Because there are so
many different types of assessments, it is vital for teachers to know the difference between them
all and the appropriate times to implement a specific assessment in the classroom. For some it is
easier to learn about the variety of assessments through text and for others it is easier to learn
through observations and doing; I am the latter student. I went to Hutchinson Elementary, in the
Greensburg Salem School District, to observe Mrs. Stedefords first grade assessment practices.
I was welcomed into Mrs. Stedefords Reading and Mathematics classes by excited first
grade students. Both the Reading and Mathematics classes are aligned to the PA Common Core
Standards meaning classroom assessments are designed to measure mastery of those specific
standards. Mrs. Stedeford implements formative, summative, and benchmark assessments to
track student progress of mastering the standards. By administering benchmark tests at the
beginning of the academic year and looking over kindergarten scores, Mrs. Stedeford was able to
use the data to get a demographic of her class, create groups based on students abilities, and
tailor instruction to students who are struggling with certain skills. By tailoring instruction to her
students based on assessments, Mrs. Stedeford is setting her students up for success.
Throughout my observations, I had the opportunity to assess emerging students who were
having trouble with sight word identification and reading. Mrs. Stedeford created a program with
involving a My Frequency Book for reading and a book for sight word recognition; these act as
both a formative assessment and a benchmark assessment for students. The best part about the
program is that each child has their own booklets meaning helpers can take their time and
progress at the each individuals child pace. The booklets are set up in a benchmark style where
helpers can compare previous entries to new entries to see how well the child is progressing and
which strategies seem to help the child. Working with this created program was a fabulous
opportunity and a great learning experience because I was able to see how a high quality teacher
utilized various assessment results and changed instruction to provide students with extra help.
Along with this sight word and reading program, I had the opportunity to observe a reading test
with accommodations.
Each week students in Mrs. Stedefords Reading and English Language Arts class take a
test called show me what you know and a spelling test. These test are designed to measure
students understanding of the weekly text from the reading book and common grammar
concepts taught throughout the week. I like how Mrs. Stedeford refers to the test as show me
what you know instead of a test because it seemed like the students were not pressured. I also
like how it is the same format each week with different content because students are accustomed
to the test and the score will be closer to the students master of understanding. There were two
accommodations were made during both tests. There is a student who is below average and
cannot read, to help the student complete the show me reading comprehension test without
giving him an unfair advantage, there is an aid or helper there to read the sentences portion to
him but not give him the answer. The second accommodation came during the spelling test; Mrs.
Stedeford gives students two chances to do well on the spelling test. She administers a formative
assessment on Thursdays as a practice test for spelling words and grades them. Depending on
how well the student does on Thursdays, they do not have to take the test again on Fridays. I
really liked how I was able to witness a teacher make changes to formative and summative
assessments to greater benefit each individual student. By witnessing these accommodations in

Vanessa Hadley

Observation Reflection

action during assessment, I learned different accommodations and ways to implement

accommodations into lessons with easy.
During my hours at Hutchinson, I also got to witness a variety of formative assessments
in Mathematics. Through the use of informal observations and whiteboard activities, Mrs.
Stedeford is constantly checking understanding of her students. At first glance the amount of
formative assessment may seem overwhelming but to her students it is a great aspect. The
students are progressing extremely well with math concepts and I believe it is from the constant
observations from Mrs. Stedeford. I really like the implementation of the whiteboards because
all students use them and are not afraid to show their answer. I have been into classrooms where
students are hesitant to answer and even stop paying attention once the whiteboard are out but in
Mrs. Stedefords classroom they are strategically used to benefit student learning. Through the
use of routines and appropriate implementation of formative assessment, Mrs. Stedefords
students are on a road to success.
In addition to observing the assessment styles in Mrs. Stedefords classroom, I also had
the opportunity to administer some of the DIBELS assessment to children down at Seton Hills
Child Development Center. Administering the DIBELS was a extremely unique and beneficial
experience. The DIBELS is a diagnostic assessment that aids in predicting the later reading
proficiency in students. Being the first administering a company made assessment, I thought it
went fairly well. Children down at the CDC are advanced for their age level and I was amazed at
how well they were able to complete the test. In the future, when administering the test, I would
make sure I am better prepared to ensure I do not make mistakes when assessing the students.
This is a very informative diagnostic assessment that I believe all preschool and kindergarten
classrooms should administer. When given the correct way, the results will be very useful in
leading the child to future success in reading. All in all, after administer the DIBELS, I know the
purpose of the test along with appropriate ways to prepare and administer it to students.
I am a learner who learns better through observing and doing instead of lectures and text.
By observing in Mrs. Stedefords first grade classroom and administering some of the DIBELS, I
was able to take what was learned in the classroom and bring my knowledge full circle by
witnessing it in action. Mrs. Stedefords lessons utilize many different forms of informal and
formal formative assessments. She even does a great job of implementing summative
assessments that are not just pencil and paper. Assessments are crucial in a students learning
because it helps tailor instruction to benefit that specific child. As I move on through the rest of
my education career, I believe I have a better understanding of assessments and how to
implement them into the classroom, thanks to the lovely colleague Mrs. Stedeford and her
amazing first grade students.