Yesterday during class, we were taught about five different assessment tools to help us as teachers learn different techniques to use with children. The first one that I looked at was DIBELS, which is an individually administered test of accuracy and fluency with connected text. The student reads a passage out loud to a teacher for a minute while the teacher has the same passage in front of them. As the student reads the passage, the teachers puts a slash over the word that they have omitted, substituted, and have hesitations on for more than three seconds. Every word that is wrong is calculated at the end where it is the total of words read subtracted by the errors. When we listened to the recording of the child’s voice online to see where he/she made errors, it was nice because we were allowed to go back and listen again if we felt we missed something. Whereas if the child was simply reading it in front of us, we could not ask them to reread it again without them changing what they previously said or feeling nervous because they know they did something wrong. This website https://dibels.uoregon.edu/measures/orf.php gives a full description of what DIBELS are. I felt as if DIBELS were kind of like a running record in the sense that the teacher is looking for the errors the students had said.
The next assessment tool that we learned about was the TurningPoint. The TurningPoint was a computer program that allowed the teacher to make up different types of questions for the students to respond to through clickers that each would have at their desks. I think this is a great thing to get students participation because no one has to know who put the right and wrong answers so students will not feel shy to try to make a guess. Also, it gets the whole class involved at a time and helps the teacher see what percentage of the students put what. Sometimes this is a good indicator that the teacher may need to go and reiterate what she/he was trying to say. The video below shows how the TurningPoint has been a helpful tool in the classroom and students like it a lot.
Another way that uses technology to see how the students did on the assessment was the Graphing in Excel and Data Analysis, which was an app on the IPad. This app had the teacher enter in the different data from each different session of the tests and the results from that session. For each test, a different graph is made and then the teacher puts a best-fit line to show the slope. Once that is done, the teacher takes a picture of the screen to keep the graph to compare it to the other ones. When comparing the graphs, the teacher wants to look at the graphs and whichever one has the best positive correlation shows that, that test was the best for the students because they responded so well. This method is good because it is not just going off one test session, but multiples to give a better accuracy.
One whole table was assigned for showing us the different types of assessment through different tests. This was a nice thing because not only is it important to learn information on it, but having the different tests in front of you gives you a better hands on feeling of what everything actually means. Also, we needed to not only see and learn about the different test, but also be able to navigate through results when given to us. This was taught to us at another table with the website discoveryeducation.com. People take very expensive classes to learn how to navigate through this system and we were taught how to do it in class, which will help us out tremendously in the future. If a teacher can give a test, but does not know how to interpret it or find it than there is no point in giving a test. A teacher has to be very knowledgeable about the types of assessment and tools he/she uses because not every student learns the same way and a teacher needs to be able to accommodate to their needs. He/she also needs to know the different types of assessment to help show how the students are doing and if the teacher is doing his/her job and teaching the information in the right way.