Formative Assessment Assignment

Jeanette BonnerMadison Jones

Marc TomoJohn T. Williams

MTH 575Jennifer Johnson

21 December 2015

The Process of Formative Assessment Helps

The process of assessment helps teachers to see if the students are getting the information they need to learn, or if they need a different strategy for learning the material. It helps students see how much they have improved, and the success can be motivating. It can lead to finding different ways to apply what the students are learning.

The Process of Formative Assessment Helps

As well as everything we have said, the assessment process can also be used to prove that the students have learned and improved. The same collection of data that is used to determine if the strategies being used are working, or need to be modified, can also show the improvement over time, from the beginning of the unit, to the end.

The Process of Formative Assessment Helps

As teachers collect the data, they can see the areas of strength and weakness for each student, and the class as a whole. This information can then be used to make decisions on how to present the next

Assessment 1Specific Learning Disability

Specific learning disability: This is a disorder with one or more of the basic psychological processes involved in speaking, listening, reading, writing, or math. With students with specific disabilities their work may be modified. For example is a student is not capable he or she could be allowed to type sentences on an assessment. An accommodation would be if a student has trouble reading that somebody may read test questions to them during the assessment.

Assessment 2Orthopedically Impaired

Orthopedically Impaired: This is any condition that interferes with the student using his or her body. Some students may require assistance from moving from one place to another because they are paralyzed. Teachers have to find a way to help these students with keeping their supplies in order. They may have to clip papers down so they don’t slip and fall. Sometimes these students will use special equipment to keep things in order when they are working with rulers and calculators.

Assessment 3Other Health Impaired (OHI)

Improvisation/ Skit: Since students with OHI have attention difficulties, it can be beneficial to have them up and doing something to demonstrate their knowledge and skill, that has more aspects to keep their attention going, instead of wandering. By providing different ways to learn the lesson, and to demonstrate their knowledge, you can get a better picture of how much these students know and can do than you can with just written work, or quizzes. This can also help kinesthetic learners, and provide a good break in the routine for everyone in the class, which is also needed for learning, by giving students time to process,and to view the material in a different way.

Assessment 4Intellectual Disability

From the WISC-IV:  Processing Speed Index The Processing Speed Index subtests are as follows:                                                                Coding  – children under 8 mark rows of shapes with different lines according to a code, children over 8 transcribe a digit-symbol code. The task is time-limited with bonuses for speed.           Symbol Search – children are given rows of symbols and target symbols, and asked to mark whether or not the target symbols appear in each row.

 

Assessment 4Intellectual Disability

Cancellation (supplemental)- children scan random and structured arrangements of pictures and marks specific target pictures within a limited amount of time. From the WISC-IV:  Working Memory Index The Working Memory Index (formerly known as Freedom from Distractibility Index) subtests are as follows: Digit Span – children are orally given sequences of numbers and asked to repeat them, either as heard or in reverse order.

Assessment 4Intellectual Disability

Letter-Number Sequencing – children are provided a series of numbers and letters and asked to provide them back to the examiner in a predetermined order.

Arithmetic  (supplemental) – orally 

administered arithmetic questions. Timed.

Assessment 5Autism

Receptive and Expressive assessment: Working with Autistic students on a one on one basis is comforting environment for them, because that is what they are used to. Assessing the student with a mix or receptive and expressive demands is the simplest way to recognize if the student have learned, maintained, and generalized the information taught. With this assessment the teacher is able to also teach while assessing. The teacher can do transfer trials with the student if they do not answer a question, or demand correctly. Some accommodations are allowing the student the extra processing time that they need, being able to repeat the demand as needed, and having materials physically in front of the student. If the student is nonverbal, this assessment can still take place. The student will be allowed to use his or her assistive technology.

Assessment 6Visually Impaired

Verbal/Expressive assessment: Assessing students who are visually impaired can be challenging. Replacing all of the worksheets and test and having them written in braille is one choice of an assessment, but conducting a verbal assessment is more beneficial for visually impaired students. A verbal one on one assessment will allow the students to gain a better understanding of the test questions since they will not be struggling to read them and focusing more on reading them via braille than the actual answer. Assessing the students in this way may also allow the student’s anxiety to decrease since the formative assessment is more relaxed and conversation setting. Some accommodations for the visually impaired students are

Assessment 6Visually Impaired

(1) Timing- extended time

(2) Flexible scheduling- giving more days to complete

(3) Accommodated presentation- materials presented in a fashion different than traditional

(4) Setting-quiet room or small group

(5) Response accommodation – orally, scribe, or human reader” ("Perkins School Of The Blind", 2015).

Assessment 7Hearing Impaired

The child has a diagnosed physical or mental condition or disorder with a high probability of resulting in a delay, regardless of whether the child has a currently demonstrated need or demonstrated delay. Hearing loss in young children is identified as one of these diagnosed physical conditions for which a child and family may be eligible for early intervention services.

QUESTIONS FOR CONDUCTING A STUDENT INTERVIEW

1. What do you say to people who ask about your hearing loss?

2. How do you feel about asking classmates for repetition or clarification?

3. How do you ask your teachers for clarification? (Do you go up to their desk and ask privately or do you raise your hand and ask questions in class?)

4. Do you seek the correct seat placement? Does the teacher remind you to sit in the best place?

5. Do students tease you? If yes, is the teasing related to your hearing loss?

8. What do you like best about school?

9. What do you like least about school?

10. Does anything bother you about your hearing aid or assistive listening device used in school?

QUESTIONS FOR CONDUCTING A STUDENT INTERVIEW

6. Do you ever feel left out? If so, is it because of your hearing loss?

7. What are the hardest places for you to hear your teachers/peers?

Assessment 8Gifted and Talented

Small Group Discussion: Where different ways of solving the type of problems, the application of these kinds of problems, and possible project ideas are discussed. This should go along with, or have the students working problems, to demonstrate their understanding and knowledge of the process, and to prepare for a final project. This is one way of attaching the math to real world applications/problems. It also helps to keep the students who are gifted interested, and pushes them to go deeper into the material. The work within this group can go into each students' portfolio for later assessment.