Along with using checklists, rating scales, and rubrics as informal assessment tools, teacher-designed assessments are a common choice for many early childhood educators. “Teacher-designed assessments support other evaluation measures, enabling the teacher to make more accurate decisions for the instruction of individual students” (Wortham & Hardin, 2015, p. 188). As a leader, you will likely be involved in helping your colleagues develop teacher-designed assessments that will provide them with the information they need to make informed decisions about how to meet the needs of the children they work with.
For your assignment this week, imagine that you have asked each member of your staff to develop a teacher-designed assessment to use with students. Before each member can use it, she needs to submit it to you so that you can ensure it meets the requirements of a quality teacher-designed assessment. After reviewing the assessment, you will provide each member with feedback about the assessment and how she can use it to inform her instruction.
Follow the steps below to complete your assignment:
Step 1: Choose a Teacher-Designed Assessment to Evaluate: Choose one assessment from the list below to evaluate for this assignment. You are encouraged to choose an assessment that is aligned with the age (infants/toddlers, preschoolers, school-aged) of children you are currently working with or plan on working with.
Step 2: Evaluate the Teacher-Designed Assessment: Evaluate the teacher-designed assessment you chose in Step 1 by using either the Teacher-Made Assessment Checklist (Links to an external site.) or the Teacher-Designed Assessment Rubric.
Step 3: Provide Feedback: After evaluating your chosen teacher-designed assessment in Step 3, provide written feedback for the teacher that includes the following:
When submitting your assignment, make sure to include either the completed Teacher-Designed Assessment Checklist or the completed Teacher-Designed Assessment Rubric you used in Step 2 with your written feedback as one document.
Research and Resource Expectations:
Writing and Formatting Expectations:
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