Monitoring student progress does not always refer to an end of the unit test. More often, educators are accessing this information after lessons and activities to assess student learning, application, and retention of the content. This information also guides future learning. The authors of our required text, Cohen and Spenciner (2009) state, “good teaching always begins with an understanding of what the student already knows and can do,” (p. 125). Conducting frequent assessment helps teachers to adjust instruction in order to target the learning objectives and long-range (IEP) goals.
This webpage (Links to an external site.) offers a series of short video vignettes designed to offer easy to implement informal assessment strategies. Choose one of the following to review:
Initial Post: After reviewing the Week One Instructor Guidance, Chapter 5 of your required textbook, and one of the short videos of your choice (Links to an external site.), post a substantive initial response fully addressing each of the following:
Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.
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