Tactics to Assessing Learners Performance

     

Tactics to Assessing Learners Performance

The purpose and learners outcomes

 

Objectives: Identifies letters A-Z

 

Learner outcome: TLW identify letters A-Z

Assessment context: Identify a task that the learner will be able to demonstrate the knowledge that has been gained.

 

♦ Students will practice matching letters on an alphabet chart.

♦ Students will copy letters on a dry erase board.

♦ Students will recite the letters individually to the educators.

♦ Students will complete a sequence sheet. Ex. ABC_DEF_

♦ Students will complete, connect the dot worksheet using letters A-Z.

 

Holistic Rubric:

3- Reads letters A-Z without errors

2- Reads letters M-Z without error.

1-Reads letters A-L without error.

 

3-Recite letters A-Z without error.

2-Recite letters M-Z without error.

1-Recite letters A-L without error.

 

3-Write letters A-Z without error.

2- Write letters M-Z without error.

1-Write letters A-L without error.

 

Testing Constraints- identify the constraints you will impose will be assessments.

1.      Prior knowledge of the materials that will be assessed.

2.      Students should know the standards in which the educator will score the assessment.

3.      The time should be factored into the preparation, modification, rethinking, and the completion of the assessment.

 

 

Reference:

Kubiszyn, T. & Borich, G. (2010). Educational testing & measurement: Classroom application and practice (9^th ed). John Wiley and Sons, Inc, Hoboken, NJ.

 

                                               

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Thought Process and Rationale Behind the Test Items and Essay Items

Thought Process and Rationale Behind the Test Items and Essay Items
 

In our text it stated that when writing test items I “may have at least partially made the decision when you wrote the objective or objectives. In many instances, however, you will have a choice among several item format (Kubiszyn, p.130).  The test items would give an assessment on the information of specific areas of the child’s needs and progress of each individual. Utilizing the information from the assessment will show progress monitoring of each child.  This information will guide me to aide children to meet school readiness and kindergarten expectations.

Measurable Learning Outcomes

The grade level I have chosen is Pre-K. The unit of study is Numbers.

There is various measurable learning outcomes allied with preschooler and numbers.

 

1. The learner should be able to learn number recognition (Numbers 1-10).

Students should be able to state the number once the teacher points to it.

2. The learner should be able match numerals and quantities.

Students should be able to state the number once the teacher points to it.

3. The learner should be able to begin to add.

Students should be able to state the number once the teacher points to it.

In supporting the learning outcomes, educational staff should make sure that they are showing completion, implementation, and achievements that will point towards positive assessment outcomes. One assessment item that supports my measurable learning outcomes for number recognition in a preschool setting is to use a verbal assessment. The educator can ask a student the location of number one as he or she points and the child should respond. Another idea the educator could point at a number and ask the student what number is that she or he is pointing to.
An assessment item for identical numbers with their quantity includes matching number chart. The educator will give a chart that has pictures of blocks. The student has to identify the blocks with the correct number by circling the correct number of blocks.

 Last the assessment for addition would be a portfolio. The student can make a portfolio with balls and art proving that he or she has gain the concept of addition.  The educator will take daily routines and implement the applications of strategies. This would alert the educators more acquitted with implementation in order to meet the individual needs of the students.

 

Preschoolers can use dry erase boards to prove their understanding of mathematics. They can trace precut numbers on their boards to show a number sentence. As the students advance they can write the numbers without tracing them.

In summary, skills and abilities, new domains of learning, challenges, and continued lesson planning based on developmental levels of expected outcomes will be achieved. The children will be kindergarten ready by continuing this learned process.