Hanna Szigeti

As a language arts teacher, I use multiple methods to assess my students. 

 

I use assessment data to group my students in several ways. First, I use the assessment data to create a seating arrangement that includes heterogeneous groups of students. Heterogeneously grouping students is beneficial because at table groups, students are well-supported by their peers. Mixing abilities allows students to support one another, especially when they are working on a group project or are solving a problem together.

 

To create reading groups, students are assessed periodically. The students are then placed in differentiated reading groups according to their ability level: intensive, strategic, benchmark, and advanced. The goal for me as a teacher is to differentiate my instruction to support each reader, no matter his or her ability level.

 

When students are in reading groups, I assess them frequently as well. I assess them on their knowledge and application of vocabulary within the texts they are reading. I also use ticket-out-the-door worksheets to assess whether or not students comprehended the reading for the day.

 

While students are writing essays, I assess their progress by using a "Writer's Workshop Conference Log." This writing log allowed me to track each student's progress, and I was able to better assess each student's final essay due to my involvement in the writing process, as I could see how the student used my feedback to improve his or her essay. I used final drafts of essays to assess students as well.