Early Assessment Plan

Running head:

Early Assessment Plan

TaNisha Jones
EDU597: Creating a System of Standards Assessment and Data Management (MLR630DS)
Instructor: Dr. Kathleen Pierce-Friedman
August 2016

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Intro

The purpose of this piece is to provide schools with ways to establish consistency and
meaningful assessment practices between various grade levels and subjects taught. As a teacher,
it can be difficult with meaningless assessments that are underutilized to assist to our students
needs. We often look for reasoning and ideas from others to find ways of not only assessing our
students but helping them understand what is going on and why. This method of strategies and
techniques that we have come up with has worked for our students. We have not only seen
improvement in our students scores and data but as well in their reading and comprehension at
the same time. We would like to share with you the importance of this finding and ways of
implementing it in your schools.
Grade, Subject, Assessment
In my finding, beginner readers are where we started with this assessment, first graders
are the target for this assessment and the subject is reading. Our assessment during this session
has been fluency and comprehension. Breaking down the two fluency provides a student the
ability to read a text accurately, quickly, and with expression. It as wells gives them the
understanding of recognizing words and builds a bridge to comprehension. Comprehension is the
ability to read something and understand the meaning.
Description
Each skill and growth that the students obtain will unleash their abilities to advance in the
assessment. When a student first begins to read, they have the tendency to give up and often say
they dont know or they cant do something. As the students progress builds, their knowledge
and confidence level begin to rise from the effects of reading. It gives each student a degree of
achievement and builds their ability to endure. The assessment of fluency allows the student to

Early Assessment Plan

see where they have come from and gives them the willpower to keep going. Building
consistency and confidence in a student gives them the motivation to show progress and succeed.
Working with many students of different ages and grade levels, there are proven ways of
noticing their involvement and engagement in something they find interesting. Reading is
something that most students of all ages can find difficult if they dont dedicate their time to
doing what it takes. In this case, there are ways of getting your students interested and intrigued
in what they are learning. When students of an older age begin to shy away from reading it at
time means they dont feel comfortable with doing so and or they dont know how. This
experience is one that has given many instructors and our school the ability to utilize this
assessment with them as well. Reading is universal and begins at any age, learning how to read
has no age limit. We have mastered using this assessment to be effective over time to continue to
monitor the progress of our students. Giving our students the ability to keep up with their reading
log and taking assessment reviews after each book has been a great way to help us monitor our
student reading and their ability to continue to do so without being reminded.
Standardize Assessment
This assessment is standardized and can be used and performed on any student in the
classroom. Students of high, middle and low learning levels can all benefit from this assessment
because it gives a more depth meaning to the individual learner. The higher learners are able to
grasp the concept of perfecting their reading. The middle learners are able to gain a clearer
understanding of what they need to work on. When the lower learners can grip a strategy of how
to build themselves to a more effective level of learning.
Assessment Value

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The value of this assessment is greater than just one individual student and one particular
classroom. This is a driven assessment to reach more than one and bigger than some. It is
designed to capture the understanding of many and grow from one to another to help our students
learn to their fullest potential. This assessment gives our students the ability to read,
communicate, collaborate, create, critical think and opens their minds to look outside of the
closed box. It is our duty to share this assessment with others to give our students their tools
needed to succeed in life and imagine beyond measures.
The Practical Side
This assessment is designed to help students on various level in different ways to boost
their reading level, comprehension and their ability to read with more knowledge and
understanding. It is practical to the teacher and student because it can be used at any time during
any lesson, review or assignment. A student can be working on something and the teacher
randomly asks a question of what they are reading and what it is about to capture the students
comprehension of what they are reading. This assessment is not limited nor does it have
boundaries of who, how or where it is done.
Student Involvement
This particular are is a no-brainer, there have been many strategies tested and methods
used for this assessment and they have their own personal reasoning and meaning for their ways.
The one that has stuck with me the most with student involvement is making sure that the
students are the ones held accountable for their learning and what they are doing. This gives the
students the feel of hey, I am able to take control of something when it comes to my learning
and how much of it I will learn. Students then of all ages and worldwide will gain the
knowledge and ability to be something and make a difference. When students tap into their I

Early Assessment Plan

matter, it becomes a force to be reckoned with. When their voices are heard and their opinions
are viewed at a serious rate, students then begin to collaborate with each other and gain the
motivation to succeed and become better learners. As a school-wide usage for the assessment, it
could make things worth the time and ability to bring it to life.

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References

Curry, D. (2015). How to train a llama: Exceptional classroom management. Ramona, CA:
TurnAroundTM Schools Publications

Lopez, D. (2013). No Excuses University: How six exceptional systems are revolutionizing our
schools. Ramona, CA: TurnAroundTM Schools Publications