JeLisa Ashby EDUC 327 Assessment Inventory Reflection

During my time shadowing my mentor teacher, I was able to observe different types of assessments during a couple of lessons. With each assessment Ms. Berry was able to measure the progress of the entire class and each student individually. Based off of the responses of each given assessment, the instructor was able to judge whether or not adjustments were necessary for reteaching in order to help students grasp the concepts. The most frequently used type of assessment that I observed was oral questioning. Depending on the level of question, whether or not the student was paying attention, and level of difficulty on a concept that was just taught, the teacher asked a well-developed question. If select students were not paying attention I feel as if Ms. Berry used this type of assessments as a classroom management tool to gauge students back on task. At times questions would be asked of the whole class, others of just specific students. During oral questioning the instructor was able to monitor and adjust her lesson. Another type of assessment that I observed was a performance task. Personally I prefer performance tasks as the number one type of summative assessment. After the third day on covering and reviewing the subject matter on westward expansion, she instructed students to construct the front page of a newspaper from the era. The project had the following requirements: 5 advantages and disadvantages of westward expansion, pictures or graphics, and sections that clearly identify different aspects of expansion (weather, crime- for burglars along the way, and classifieds- wagon and other needed supplies for sale.) During the completion of this assessment the instructor walked around and assisted and monitored the class. She asked questions about student work during and after projects completion. The students were able to collaborate for five minutes during the project for collaborative learning.

JeLisa Ashby EDUC 327

Lastly I observed that my teacher utilized constructed response questions as a form of assessment. During the lesson the teacher required the students to use vocabulary that was highlighted throughout the lesson. I liked this form of assessment because I could see students paying more closely attention just in case they were called on. They were also gaining a more clear understanding of the terminology that they were being introduced it which I feel is pivotal in a lesson. Of the course of three days each student was asked a constructed response question.