Currently at my school, our students take two forms of norm-referenced tests in the fall. The students take the test for one week in the morning. The first test is the Iowa Test of Basic Skills. This test allows educators to determine a student’s ability compared to other students’ abilities. It also helps educators compare their students to other students around the country. The other standardized test is the Cognitive Abilities Test. This tests the student’s cognitive ability and informs educators and parents if a child is reaching their ability level. Both assessments identify strengths and weaknesses for each child, and can be helpful determining students with learning disabilities and gifted students.
In terms of benchmark practices, teachers follow their curriculum given by the district. Teachers use Harcourt text book series in Language Arts. The book provides benchmarks to assess students. Lessons begin with a pretest and end with a posttest. Also, throughout the chapter, the book provides several forms of benchmark assessments ranging from quizzes, worksheets, and discussion questions. Students also journal in their writing notebooks daily about their Language Arts lessons.
The use of portfolios is greatly encouraged and embraced by teachers, students, and parents. Students select one piece of written work to place in the portfolio monthly. All posttests are submitted in the portfolio as well. Students take four Accelerated Reader tests on the computer per quarter, and the results remain in the portfolio with a chart showing the child’s progress in reading comprehension and vocabulary throughout the year. This valuable tool is used for parents to select books for their children, and passed to the child’s teacher the following year.
Fortunately, project-based learning is becoming more prevalent in my classroom. This form of learning helps students gain mastery level on important material. Also, it is helpful to use to implement differentiated instruction and meeting the needs and interests of all students. Each quarter, I provide a list of ideas for students to select from helping meet their interest. Further, I supply several options that encourage students to use different skills ranging from technology, art, engineering, writing, and creativity. I provide students with a timeline and constantly meet with students to assess their progress. Students choose to work in small or large groups.
Students use several forms of technology which helps the assessment process. Daily, the students in my class practice typing on the computer for fifteen minutes. The computer keeps a log for each child to continually monitor their progress throughout the year. Students use PowerPoint, digital storytelling, and Excel to demonstrate skills learned. Also, students love to do Web quests and internet scavenger hunts. Lastly, at the end of the year, students create a newscast using a video camera to demonstrate their investigative skills which integrates Language Arts and social studies.
The students have a specific computer teacher to assess their computer skills and meet the standards. However, the computer teacher and I integrate several assignments together. Students must continually work on their typing skills. Also, students are expected to independently use Microsoft Word and Power Point. Using Excel, students learn how to create graphs. Students also must be able to save their own work, pictures, and videos. The most important standard for students is to learn the safety of the internet and use it wisely.
Overall, I feel integrating technology into the classroom at the earliest age is vital. For third grade language arts, I feel confident that I do a job using technology to assess my students, and using available resources. Integrating with the computer teacher on assignments is an easy way to give students another form of assessment rather than a test. I look forward to learning new ways to continue to use technology as an assessment tool.
In terms of benchmark practices, teachers follow their curriculum given by the district. Teachers use Harcourt text book series in Language Arts. The book provides benchmarks to assess students. Lessons begin with a pretest and end with a posttest. Also, throughout the chapter, the book provides several forms of benchmark assessments ranging from quizzes, worksheets, and discussion questions. Students also journal in their writing notebooks daily about their Language Arts lessons.
The use of portfolios is greatly encouraged and embraced by teachers, students, and parents. Students select one piece of written work to place in the portfolio monthly. All posttests are submitted in the portfolio as well. Students take four Accelerated Reader tests on the computer per quarter, and the results remain in the portfolio with a chart showing the child’s progress in reading comprehension and vocabulary throughout the year. This valuable tool is used for parents to select books for their children, and passed to the child’s teacher the following year.
Fortunately, project-based learning is becoming more prevalent in my classroom. This form of learning helps students gain mastery level on important material. Also, it is helpful to use to implement differentiated instruction and meeting the needs and interests of all students. Each quarter, I provide a list of ideas for students to select from helping meet their interest. Further, I supply several options that encourage students to use different skills ranging from technology, art, engineering, writing, and creativity. I provide students with a timeline and constantly meet with students to assess their progress. Students choose to work in small or large groups.
Students use several forms of technology which helps the assessment process. Daily, the students in my class practice typing on the computer for fifteen minutes. The computer keeps a log for each child to continually monitor their progress throughout the year. Students use PowerPoint, digital storytelling, and Excel to demonstrate skills learned. Also, students love to do Web quests and internet scavenger hunts. Lastly, at the end of the year, students create a newscast using a video camera to demonstrate their investigative skills which integrates Language Arts and social studies.
The students have a specific computer teacher to assess their computer skills and meet the standards. However, the computer teacher and I integrate several assignments together. Students must continually work on their typing skills. Also, students are expected to independently use Microsoft Word and Power Point. Using Excel, students learn how to create graphs. Students also must be able to save their own work, pictures, and videos. The most important standard for students is to learn the safety of the internet and use it wisely.
Overall, I feel integrating technology into the classroom at the earliest age is vital. For third grade language arts, I feel confident that I do a job using technology to assess my students, and using available resources. Integrating with the computer teacher on assignments is an easy way to give students another form of assessment rather than a test. I look forward to learning new ways to continue to use technology as an assessment tool.
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