After observing the two consecutive lessons taught by Ms.

Johnson, I began to have an understanding as to why she uses certain assessments. All students do not learn the same way. This was the reason for the different assessments used by Ms. Johnson. I found observation to be the most effective and beneficial assessment used by Ms. Johnson. The observation allowed for her to make adjustments throughout her lesson. I thought that she used selected response questions and brief constructed response questions for the right subjects. As I observed, I saw how the students liked multiple choice a lot of the time. This type of assessment is good as long as it continues to challenge the students by asking critical thinking questions. The questions should be phrased in such a way that the students still have to process and think about the possible answer choices. For the mathematics lesson, the oral questioning and selected responses seemed to work but only to a certain extent. I saw that the students did not always work out their problems when given a multiple choice question. Even though Ms. Johnson used several examples throughout the lesson on how to show your work when solving a problem, the students did not think it was necessary to show their work for multiple choice questions. In situations such as these, I think it would have been best for Ms. Johnson to give clear instruction to show work. As I observed the students taking the assessments, I noticed that some of the students were just circling answers without actually trying to solve the problem. This automatically showed me that some of the students were clueless as to what they were taught and what they were being assessed on. The assessments used in the science lesson seemed to be more successful than those used in the mathematics lesson. Having the students to label a diagram or to make a Venn diagram was very successful. The students were able to explain their thoughts completely. As I observed the students taking their assessments, I noticed that they seemed to be more engaged in this

assessment. The students were more enthused to complete this assessment compared to when they were completing the mathematics assessment. I could only assume that the students liked science more than mathematics when making this observation. The performance assessment seemed to be the most successful assessment in both of the lessons. I say this because the students were able to apply their knowledge to real life activities. The assessments Ms. Johnson used seemed to be helpful to a certain extent. I believe that she could have been clearer with the instruction so that she could have received better results on some of the assessments.