Running Head: PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 1

Planning, Preparation, Instruction, and Assessment of Learners

Sarah Ingerson
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

Introduction

Running Head: PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 2

This competency addresses the importance of implementing formative assessments that
drive the planning and teaching of content for students. When teachers approach teaching a new
standard of learning, it is absolutely beneficial to give students a pre-assessment. In this way, the
teacher wont waste time teaching what the students already know. Also, it provides an idea of
the amount of differentiation needed for struggling students. Fusing the steps of planning,
preparation, instruction, and assessment allows busy teachers to work smarter and not harder.
Rationale for Selection of Artifacts
For this competency, I selected artifacts that represent my instruction and assessment of
SOL 1.7 The student will a) identify the number of pennies equivalent to a nickel, a dime, and a
quarter; and b) determine the value of a collection of pennies, nickel, and dimes whose total
value is 100 cents or less. I began my unit of instruction on coins with a Money Match
preassessment. The students were required to match each face of the coinpenny, nickel, dime,
and quarterwith the corresponding correct amount. Five out of sixteen students confused the
nickel and quarter and a couple students mixed up the penny and nickel.
In order to make my students learning as engaging and authentic as possible, I planned
learning activities and assessments that required students to move around and manipulate the
coins in practical, everyday ways. One of my formative assessments was a Coin Scoot where
the students were given a recording sheet and traveled from station to station, counting and
recording the amount of money at each station. Out of sixteen stations, over half of my students
recorded three or less amounts incorrectly. At this point, it became clear that three of my
students needed extra work and some remediation.

Running Head: PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 3

For a final assessment, I set up a candy shop in the back of the room. I had about ten
different candies with differing price tags. One by one, the students came to my shop, received
their wallet of coins, and gave me the correct amount of coins to buy their selected piece of
candy. All of the students, except two, counted the correct amount of coins on their first attempt
and earned their piece of candy. With a little coaching, those two students were able to count the
correct change.
Reflection on Theory and Practice
During my education classes, professors covered the different types of assessments
briefly. I learned about formative vs. summative assessments and norm-referenced vs. criterionreferenced assessments. However, it has been during my student teaching experience that I have
experienced and learned the weight and importance of delivering consistent, effective, and
authentic assessments. According the Classroom Teachers Survival Guide, Professional
educators stress the importance of frequent monitoring of each students progress. This
formative assessment allows teachers to make adjustment in their lessons. (Partin, 2009, p.244).
I wholeheartedly believe that whenever possible, assessments should be hands-on models
of real life experiences. In this way, students move beyond merely mastering the content; they
develop real-life critical thinking skills. Partin lists several benefits of authentic learning and
assessing, Students assume an active role in the assessment process. This shift in emphasis may
result in reduced test anxiety and enhanced self-esteem. Tasks used in authentic assessment are
more interesting and reflective of students daily lives (2009, p. 251).
Planning and preparing instruction that is based upon authentic assessment is a reflection
of an excellent teacher, who reaches the demands of all types of learners within their classroom.

Running Head: PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 4

References
Partin, R. (2009). The Classroom Teachers Survival Guide. San Francisco, CA: Jossey-Bass