Reference no: EM133529220

Assignment: Clinical Field Experience- Reflecting On Assessments & Data

After creating and administering classroom assessments, effective educators reflect and adjust to improve practice. Adjustments can include evaluating the quality of an assessment, determining its advantages and disadvantages, and deciding if and how to use the data it yielded.

Part I: Assessment Administration Mentor Discussion

Administer the authentic assessment you created with your mentor in Topic Clinical Field Experience. Pay close attention to students' reactions during the assessment and the length of time for completion.

Discuss the administration of the assessment with your mentor. Include the following questions in your discussion:

Question 1. Was the purpose of the assessment achieved? How do you know?

Question 2. Were the scaffolding and accommodation appropriate for each ELL/bilingual student, especially related to the ELP level?

Question 3. Was the assessment too easy or too rigorous?

Question 4. Did the assessment efficiently use time and was it the best way to collect the data needed?

Question 5. Was the delivery of assessment directions and instructions clear and appropriate for the students?

Question 6. What needs to be deleted, added, modified, or left alone to improve the assessment?

Question 7. How can the data be useful and who will the data be shared with?

Question 8. How can sharing data with students help them in setting their own learning goals and monitor their own growth and learning outcomes?

Part II: Data Meeting Mentor Discussion

Collaborate with your mentor to attend a meeting where data on one or more ELL/bilingual students are discussed. The meeting can be a grade level or subject area team meeting, a professional learning community (PLC), a meeting with another specialist, an RTI meeting, etc.

If possible, additionally attend a meeting that includes school leadership/administrators discussing schoolwide data and large-scale system decisions based on data that includes ELL/bilingual students.

Notice the various ways data is analyzed and used for making decisions, from school-based decisions like improvement plans to classroom decisions in planning instruction and interventions to benefit the growth and achievement of ELL/bilingual learners.

Debrief with your mentor after the meeting to discuss questions you still have about how schools and educators use data to make decisions affecting ELL/bilingual learners.

Part III: Reflection

In 250 to 500 words, reflect on how to evaluate assessments for ELL/bilingual students in the classroom and make decisions using data. Include the following in your reflection:

Question 1. How to evaluate if assessments are meeting their purposes and providing the desired outcomes and data. Include how to adjust assessments to improve effectiveness.

Question 2. How to collaborate with students and other educators in making decisions about student learning goals and growth.