Assessment Creation

As part of my coursework, I created an original assessment with the intention of administering it during my student teaching experience. The assignment involved choosing a unit to assess that would be taught during my student teaching experience, unpacking the corresponding Virginia Standards of Learning, creating a table of specifications using the unpacked standards, and creating an original assessment based on these standards that reliably measures student learning.
The goal of this assignment was to demonstrate the ability to create a valid and reliable assessment and reflect on the assessment creation process. As we learned about the assessment creation process, we worked on different parts of this assignment. By breaking apart this process, it was easy to see how validity and reliability influence an assessment. As I planned and taught my matter unit, certain items no longer fit in the assessment because they were not taught or were taught in a different way. I made adjustments to the assessment to help keep it valid and reliable. The adjusted assessment is also provided below.

The links for this assignment are included below.







Observation Survey Case Study

For my reading course in the fall semester I worked one-on-one with a student who was struggling with reading. I began our first one-on-one
session with a formal, pre-test to determine which reading level he was on. As we had our reading lessons I used formative, informal assessments to determine what he was struggling with which I used to create mini-lessons for him. At the end of our six-weeks together I used a formal, summative assessment to determine the reading level we ended at to gauge progress.

There were eight parts in the "pre-test", including an interest inventory/survey to gauge the student's interests and values, letter identification, word test, Concepts About Print, written vocabulary, hearing and recording sounds, text reading, and a spelling inventory. Each of these tests were given to assess the student's literacy level before our one-on-one sessions began. These tests helped me pick an appropriate reading level with which to start our lessons. My analysis of the initial Observation Survey assessment that I used to form my initial lesson is attached below.


During each lesson, I informally assessed the student, noting the reading concepts and strategies that would be helpful to point out to him. I also took a formal running record with which to make formative lesson changes and to analyze more closely for the next lesson. An example of this write-up and plan for the next lesson is provided below.


I retested the student at the end of the six-week experience and found encouraging results from the pre-assessment to the summative assessment. The student improved reading levels and was able to identify more words and meaning.


I was also able to work with a third grade student using a similar literacy assessment to complete a similar project. The assessment results and analysis are provided below.



Writing Benchmarks

The district my placement school is a part of requires certain benchmark assessments in various disciplines at different times of the year. During my student teaching experience I was able to prepare the students for and administer a writing benchmark. Overall, the students did a very good job but there was a range of scores. I have provided a high-score, moderate-score, and a low-score. The high- and low-scores from these particular students did not surprise us, but the moderate-score came from a student who did surprise us. This student usually has a lot of trouble coming up with ideas on her own, but the preparation the students were given helped her learn how to pre-write and then apply those ideas to a complete writing.

This is an example of a student exceeding expectations. He planned his writing just as we taught him to and he wrote a complete piece of writing:

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This is an example of a student meeting expectations, both of the benchmark and of the teachers:

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This is an example of a student who falls below both district and teacher expectations:

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