Stage Two:  Assessment in My 4th Grade Classroom
| Stage 1 | Stage 1 Modifications |
| Areas in Need of Improvement | Diverse Learners |
| Assessment Changes:  A Beginning |  Objectives for Science Curriculum |
| Northwest School Portfolio Guidelines | Emerging Assessment System |

Stage 1 Modifications
Assessment Function Type of Assessment
Observations While Teaching By watching students faces and other clues, I am able to evaluate my teaching method and make any necessary changes. Typical Performance/ Formative/ 
Diagnostic
Walking Around the Room With this informal assessment, I am quickly able to spot the students that need additional help on what I just taught. Typical Performance/ Formative/ 
Diagnostic
Self Assessment Sometimes I have students evaluate themselves.  Students can gain understanding in the assessment process.  This reflection shows me the students' confidence in what they have learned.  (My constant self assessment helps me to modify and improve my teaching.) Typical Performance
Worksheets or Other Daily Assignment Another way for me to check on students' daily progress on skills and comprehension.  Because I have collected and graded work for the entire class, I can make decisions on what I may need to reteach. Typical Performance/
Complex Performance/
Formative
Projects with Rubric Evaluation A project at the end of a unit, shows me how well students can apply what they have learned throughout the unit.  The rubric breaks the grading in to components so students can easily see what is expected of them. Complex-performance assessment
Tests Another way to assess the end of a unit to see what the class has learned. Formative/ 
Summative/
Fixed Choice/
Complex Performance
Writing Portfolios Three writing assignments are collected and assessed using a basic three column rubric.  The essays and rubrics are then put in the students' permanent records.  Progress should be seen from year to year. Complex-performance assessment
Work Portfolios My school attempted to collect several worksheets/assignments during the year to add to a portfolio kept in the office.  Student progress should be seen from year to year.  A lack of school uniformity in the selection process makes the assessment less than useful. Formative
Standardized Tests In 4th grade I give the Iowa Test of Basic Skills, CogATs, and ISATs.  These tests are to show those not directly involved in the classroom (school board, community, parents) how students have grown academically from year to year. Maximum performance/
Norm referenced

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Areas in Need of Improvement
    During the first few weeks of this class I have definitely thought a lot on how I can improve my assessment.  There are few places that I would like to start.  First, after having taught the first chapter in the new science book, I know I need to make changes in the assessment.
    A second area that needs much improvement is the school wide work portfolios.  If we are going to use work portfolios to show student progress, the building needs common guidelines to follow for choosing and assessing work.
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Diverse Learners
Northwest School does have a fourth through sixth grade self contained LD room.  The students leave the room for inclusion classes.  The 4th graders come to my room for music, art, physical education and science.  A second teacher is in the room during science inclusion.  We give the four LD students as well as one of my lowest students an extra boost by making adaptations.
 
Instructional
Assessment
  • The students listen to the chapter additional time on a tape.
  • Students review lesson in LD room in a small group at a later time.
  • Forms are created to help make note taking easier.
  • Copies of group work are made for the student receiving physical therapy for his hand and for another student that writes very slowly.
  • The teacher highlights key points in the text with an orange marker (vocab words are already yellow).
  • Directions are read aloud.
  • Slower paced lessons.
  • Students sit closer to the front of the room during instruction.
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  • Homework is often modified - less required - or they work as a small group with the LD teacher.
  • Students often dictate answers for assignments.
  • Tests are rewritten - less answer choices, more spacing, etc.
  • The tests are read to these students in another room away from distractions.
  • More time is given to students if needed.
  • Standardized tests are read to students with IEPs.
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    Assessment Changes:  A Beginning
        SCIENCE:  All of the chapter tests need to be revised to make accommodations for my LD students.  I have started by choosing the chapters that I want to be sure to cover and have listed the objectives of each chapter.
        Second, I want to work in some of self assessment.  Last year I had my students self assess some of their work, and I was pleased with the results.  The book has some suggestions for self assessment, but I would like to make some changes.
        I also want to try some performance assessments including some group performance assessments.  At first I want to use them in addition to the written tests.  Later, I may try them in place of the written tests.
        Finally, I want to create a rubric for the science fair.  In the past I have only used a basic checklist.  A rubric would allow my students to see exactly what has to be done to receive a particular grade.

        WORK PORTFOLIOS:  I have started making guidelines for all of Northwest.  As a reference I have used the steps provided by chapter 12 of our text.  The table on page 292, "Key Steps in Defining, Implement and Using Portfolios" provides a brief outline of the steps.
     

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