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Learning

Assessment is an integral part of instruction, as it determines whether or not the goals of

education are being met. Assessment affects decisions about instructional needs, content and

grades. It inspires us as educators to ask these hard questions: “Are we teaching what we think

we are teaching?” “Are students learning what they are supposed to be learning?” “Is there a

way to teach the subject better, thereby promoting better learning?” This teacher work sample is

based on a 3rd grade unit about Plant Life. The project includes an assessment plan, a unit

overview, and an analysis of student learning. Assessment consists of three phases: pre-

assessment, formative assessment and post-assessment. Moon (2005) describes assessment as the

process of observing students to collect and interpret data about their academic strengths as well

as interests and learning preferences. Information gathered during this process is used to inform

and improve instruction. In this project, each assessment phase was used as a guide to make

decisions before, during and after instruction to ensure that each student was successful.

The pre-assessment, administered in this unit helped to show what every student knows,

understands, and is able to do (and the opposite). It helped me find the gaps, clear up any

misconceptions or partial misunderstandings, and see who has already mastered the material.

Good teaching starts with what learners need to know. This makes learning time easier and more

effective in the long run and allows me to focus my instruction so I don’t teach things students

don’t need, and ensure that they learn it correctly the first time. Observing students during each

lesson activity proved to be a valuable tool to guide my instruction. Darling-Hammond and

Snyder (2000) found that “teaching that responds to human diversity and aims for cognitive

flexibility required a wide range of teaching strategies that are activated by sophisticated

judgments grounded in disciplined experimentation, insightful interpretation of events and

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continuous reflection (p. 524). After watching students struggle somewhat with the first activity,

I thought they might do better when working with a partner where they would have the

opportunity to ask questions and discuss with one another. This change in instructional plan

resulted in the most successful activity in the lesson.

The formative assessment activities delivered throughout the unit revealed where

differentiation was necessary for certain students. Moon (2005) explains that, “assessment is

vital to the success of a differentiated classroom” (p. 232). The greatest learning moment to arise

from this project for me was when one special needs student was struggling with plant labelling.

It became clear during an activity that the video and lecture portion of the lesson did not resonate

with him so I took the opportunity to provide one-on-one instruction through discussion, guiding

the student to understand plant parts and their purposes. This combination of assessment and

feedback was a perfect “teachable moment” (Taylor & Nolen, 2008, p. 119). This moment led

me to revise the post-assessment quiz for this particular student. Taylor and Nolen (2008) state

“teachers who are sensitive to potential barriers created by their tests can work to remove them,

supporting all students’ learning” (p.240). I realized that there were barriers in the assessment

that prevented the student from accurately demonstrating his knowledge, so in the post-

assessment I removed those in order to capture a more authentic representation of what he

learned during the unit.

A variety of instructional methods were used throughout the unit including cooperative

learning groups and hands-on experience with plants. During lessons and activities, I was able to

gather vital information making a simple tally of how many students missed each assessment

item or failed to meet a specific criterion that was a valuable tool to guide my instruction.

Tomlinson and McTighe (2006) describe how teachers in effectively differentiated classrooms
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continually gain insight about their students through observing how students work,

understanding the variances in learning profiles and understanding each student’s academic

strength and weaknesses. The formative assessment activities delivered throughout the unit

revealed where differentiation was necessary for certain students since their understanding of

plant parts and terminology was not as complete as some of the other students. As stated by

Tomlinson (2006),

In an effectively differentiated classroom, a teacher adheres to a philosophy that each

learner is sent to school by someone who has to trust that the teacher will realize the

worth of the child and be guided by a sense of stewardship of potential each time the

child enters the classroom door (p.44).

Conducting interview assessments allowed me to dig a little deeper into students’ understanding

of content. Sharing casual chats with my students in the classroom helped them feel at ease as I

was able to get a sense of what they know.

Today's students need to know not only the basic academic skills, but also skills that will

allow them to face a world that is continually changing. They must be able to think critically, to

analyze, and to make inferences. Changes in the skills base and knowledge our students need

require new learning goals; these new learning goals change the relationship between assessment

and instruction.  As a result of this project, I learned to be flexible with my instructional plan and

to adjust as needed after observing students engage with the material and the completion of

formative assessments. This process taught me to view my students as collaborators in the design

of instruction so that I can create an instructional plan that best suits their learning needs so they

can get the most out of my instruction.

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References

Darling-Hammond, L. & Snyder, J. (2000). Authentic assessment of teaching in context.

Teaching and Teacher Education, 16. 523-545.

Moon, T. (2005). The role of assessment in differentiation. Theory into Practice, 44 (3).

226-233

Taylor, C. & Nolen, S. (2008). Classroom assessment: Supporting teaching and learning in real

classrooms (2nd ed.). Upper Saddle River, NJ: Pearson

Tomlinson, C. and McTighe, J. (2006). Integrating differentiated instruction and understanding

by design. Alexandria, VA: ASCD. Kindle Edition