Assessment Design 1.0

As a special education teacher, creating assessments is a challenge because the  center of what I do is individualized instruction for students to meet IEP goals and objectives.  However, following discussion with my students have found there are goals they would like to work towards as a class, thus allowing me to assess if they are truly understanding what they are learning. I am a firm believer in that I may be individualizing instruction for students but there are ways to assess what students are learning in a way that I can truly drive my instruction.

As stated by William and Black(1998), formative assessments are essential to what is being taught in the classroom and in fact raise standards as well as student achievement. That has been at the heart of what I do since I began teaching in 2006. As technology has evolved, it has made conducting formative assessments easier. Technology can allow for students to receive feedback quicker than ever before.

The name of my assessment is Individualized Education Plan(IEP) and the purpose is to provide students with supports and individualized instruction to meet goals and objectives written according to needs identified on their evaluation report. At the heart of UbD is asking questions, I can apply this to a students IEP by asking Do they understanding their IEP? Do they know what they are working on? I am striving for my students to understand the big picture-why are they on an IEP? After they understand that, students can be asked what are your goals and objectives you are working on?

I hope to understand what my students know about their IEP and/or what they don’t know. If at the heart of my teaching is to have students be strong self advocates who are meeting their goals and objectives, everything needs to go back to do they understand how they learn and why they are in my class. The uniqueness of SPED is the unique needs each student brings to the classroom.

Here is to my first version of my Assessment 1.0

Annotated Assessment/Evaluation Exemplar

For my Electronic Portfolio class at Michigan State this week, I was asked to look at an assessment I use in my  classroom. As a special education teacher, it is always a challenge to find assessments that address what is addressed in my classroom, but is also a common assessment to be used for all students. I found one in what is called a Self Advocacy Rubric. All students I work with are working on increasing their self advocacy skills, this rubric provides documentation to show a students development towards those skills.

Here is the  Annotated Assessment/Evaluation Exemplar Paper Link.

Reflection on Assessment in Schools

There is a call to examine how students are being assessed in schools. The current education model is based on an outdated industrial model that meets the needs of a few students. Lorrie Shephard, author of The Role of Assessment in a Learning Culture, examines how the culture of learning in schools needs to change and argues it needs to be done through assessment. Paul Black and Dylan Wiliam, authors of Inside the Black Box: Raising Standards through Classroom Assessments, look at Formative Assessments and raising the standards for students in the classroom. Each author look at how the assessing of students has an impact on the student and the classroom.

Reflection Assessment in Schools