bscal0414_journals

Brianna Scalera EDC452 February 9, 2009 Assessment Journal #1  Assessment takes place continuously within a classroom and it is the teachers’ responsibility to be conscious of the assessment that is being done. Some types of assessment are more obvious than others, for instance written assessment is a planned way to assess students on any given information. Whereas authentic assessment regarding students interaction between one another may not be pre-meditated and is a type of assessment that constantly takes place.  This week in the first grade classroom that I observe I witnessed written assessment. Students were given a list of twelve vocabulary words that they had to learn and practice for the week. At the end of the week, which is Friday they were to be tested on spelling and context of the word.  The teacher directed the class to take out a pencil and sheet of paper and to put away all other belongings. At this time the teacher waited for the class to settle before she began her assessment. The teacher explained the directions to the class by telling them she would say the word, read the word in a sentence then say the word again. The reason it was important for students to listen to the sentence is because some of the twelve words were the same words just with different endings, for example there was the word “help” and “helped”. This type of written assessment allowed the teacher was able to assess a few different areas. She was able to text spelling and context. After all of the twelve words were said once, read in a sentence, and then said a second time the teacher went back a read through the order of the words one final time. Papers were then collected and graded.  While students ate snack and worked on a math worksheet individually, the teacher graded the spelling tests. If a student spelled the word wrong or wrote the wrong ending of the word the teacher marked it wrong and wrote the correct ending or spelling to the word. This was effective because feedback was given during the grading so that students were able to see what mistakes were made.  I feel that in first grade spelling and context tests are effective in earning site words and essential vocabulary. I feel that the teacher explained the directions clearly and provided ample time and opportunity for students to write spell each word. She left enough time for students to take a second to process the word and the sentence being read aloud. The only thing I would do differently at this age is after I graded the spelling tests I would hand them back out and go over the test aloud so that students could visualize and focus on their mistake. This way each student would be able to recognize what it is they did wrong and maybe correct a repetitive mistake. Overall I felt that the writing assessment given by the teacher was well instructed and will effectively aid in building students vocabulary and spelling skills.