ED 501 Week 1 Assignment

Running head: ASSESSMENT FOR LEARNING 1

Assessment for Learning - ED 501 Week #1 Assignment Patricia Gedra American College of Education

ASSESSMENT FOR LEARNING 2 Assessment for Learning
Part 1: Analysis Assignment The results of the personal survey of assessment
By looking at our strengths, opportunities, weaknesses, and threats, teachers can gain insightful information into how they may best serve their diverse students’ needs and administrators can find solutions to helping these students achieve an optimal learning experience at school. This creates an opportunity for teachers and administrators to work together to improve student achievement. By understanding our diverse students’ needs, teachers and administrators can see the big picture and find viable solutions to problems that arise at their school. This year we have added a resource room to help struggling students with special needs get help from an ESE teacher. Curriculums are modified to accommodate student’s needs based on any language or learning barriers. The dominant culture of the nation-state should incorporate aspects of their experiences, cultures, and languages, which will enrich the mainstream culture as well as help marginalized groups to experience civic equality and recognition (Gutmann, 2004). Teachers have professional development sessions and team meetings to assess proven methodologies and research to help students learn. “When teachers support students by treating them with respect and caring about their futures, and encourage students by helping them to
Teaching and learning must remain the constant focus of the school.
2. Teams of teachers collaborate on all aspects of instruction and assessment.
3. Staff, department, and grade meetings are regular features of the school week.
4. Scheduling includes blocks of time for teachers to mentor and supervise student progress on the performance assessment tasks.
5. Continual development of new courses and units of study to better engage students in their learning and meet their academic needs. When these key components are intertwined, effective assessments can benefit our students through diversity and it can take the shape of molding into our students’ needs. When we look at the classroom level of use, the program level of use, and the
ASSESSMENT FOR LEARNING 8 institutional accountability and policy level of use, assessments can work together to scaffold student learning for optimal success. In a perfect assessment system, the foundation would comprise of an array of assessments that enable students to learn more through scaffolding and take ownership of his or her learning success (Stiggins,