NinaWitJournal2

Nina Witel EDC 452: Dr. Pete Adamy Assessment Journal #2 02/20/09

After speaking with my corresponding teacher about observation assessment, I realized that it is a constant ongoing technique that should always be used in classrooms. In all grades, teachers observe their students to see how well they are following the assignments, if they are falling behind and need extra help, or if they are correctly following the directions. In the first grade classroom that I visit weekly, both the teacher and I constantly walk around and assess the students in our mind. This type of assessment can also be done by sitting at your desk and taking notes about each student, or students individually. Whenever the students are assigned a writing assignment, the teacher or I walk around with a marker and assess their work. We are not giving the students the right answer or finishing their work for them but we are guiding them to the right direction by observing the things they do. Observation assessments can also be done during activities, guided reading, or group work as well. Teachers can have check-lists with them that help them keep track of their students’ behaviors and work ability levels. After teaching a math, science, or literature unit my teacher creates a check list of her own to assess her students. With my help, individually the students are asked questions about what was previously learned. According to how well the child answered the given questions, a check is put in one of these three areas, fully understands, understands, and does not understand. By having this observation assessment activity, the teacher then will know where each student stands in that particular subject. If she feels a majority of the class is weak in a certain area, she then will have activities for the children to practice that concept the following day. For example, I called on the students individually and asked them to identify a penny, quarter, and nickel out of a handful of coins I put on a desk. The students had to pick up the penny and say the name and the amount each coin was worth. After answering those questions, the child then had to write the numbers 1 through 60 on a piece of paper. I was unable to help them, so I observed the students as they wrote each number down. While observing I noticed that most students could easily write the numbers 1 through 20, but after that number it was difficult for them to write the others. This would be the time for the teacher to go over writing numbers in her next math lesson, so the students will learn again or remember what they had already learned. I strongly feel that observing your students is a great way to assess them. It not only helps the students succeed but it is also helpful for the teacher to keep track of the ability levels of her students on a daily, weekly, or monthly basis.

Section 3