Olson_Assessment_Journal_3

Assessment Journal #3 Pre/Post Spelling Tests


 * Context/Structure:** Every Monday, students are given a spelling pretest for the week's spelling words. This weeks "theme" was compound words. Words included, watermelon, homemade, understand, doorbell etc. While students are seated at their desks, the teacher or I will read off the words. Words are said 3 times. Once by itself, then with a sentence, then again by itself. The same structure is used for the post tests on Friday.


 * Implementation/Results:** This assessment is implemented by the teacher. Students are to write all of the words given on their spelling test sheets. When all of the words have been gone through as stated (said 3 times), the teacher goes through them quickly once more without sentences etc. When students have completed their pretest, the teacher calls on students one by one (usually by where they are seated), to spell the words in order (first student spells first word, second student, second word and so on). While students spell words aloud, teacher scribes them on a poster on the board. When all words are on the board, the teacher goes over the theme of the words for the week. Students and teacher have a discussion about, in this case, compound words. The results are made by comparing pre and post test scores. If students spell 5 or less words wrong on the pretest, they are given "challenge words" for the post test at the end of the week. The goal is for students to obviously improve their pretest scores on their post test. The post test is implemented the same way except for students spelling words out loud when finished.


 * Reflection:** I like the way this assessment is done. I find the words hung up in the front of the room to be helpful for students. This allows students to become familiar with the words and spelling throughout the week. If students continually look at them, they will hopefully be prepared for the test on Fridays. I feel that comparing the scores between the pretests and post tests is useful because it allows the teacher to see if students actually learned the words, or atleast know them better than they did for the post test. This assessment could be thought of as boring or repetitive but I feel it is an effective way of learning to spell difficult words. Because students know they will be retested on them on Friday, they want to improve their scores from Monday. I think this forces willing students to study. I feel this this type of an assessment, although "old school" is effective and fair because students know exactly what they will be tested on for the post test since they have previously seen the words.

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