Interview With A Teacher

In conducting this interview with the teacher, I decided to focus on the questions that related to students with special needs since that is my major.  I interviewed a 1^st grade teacher from WSR Elementary School.  This following is what I learned from the interview.

            The main question I asked regarded how the teacher assesses her students with special needs.  She mentioned that her assessments were based off of the tiers within the response-to-intervention (RTI) model.  She uses a rubric, which gives scores from one (1), being the lowest, to four (4), being the highest, that reflects where the student falls under the levels, or tiers, found under the RTI model.

            For example, if the teacher wanted to test students for number recognition she would ask her students to count.  How far she asks her students to count to receive a score of four (4) depended on what tier the student belonged.  For students under Tier 1, they are expected to count from one (1) to one hundred (100).  For students under Tier 2, where students struggle a bit more than the general population, would asked to count from one (1) to sixty (60).  Then finally, we have Tier 3, which requires the students to be under intensive intervention.  For this level, the teacher would require the student to count from one (1) to thirty (30). 

The reason why the requirements for the students are done this way is because the goal was to measure the student’s ability to recognize numbers.  How many numbers the students are expected to know is based on their current abilities and capabilities academically.  There are certain tasks that certain students struggle with because of their disabilities.  However, by compromising on the amount of numbers needed to be learned by the student, the teacher will still be able to test her student’s ability to recognize numbers, though require of them work they are capable of handling.

This showed me how assessments can be created to fit the capabilities of the student, while still being able to assess specific expectations.

We then discussed the struggles of assessing all her students while keeping in mind where they stand in the RTI model.  The key really is to “Know your kids,” as the teacher shared with me.  That way modifications and accommodations can be made to benefit each student and your assessments would be reliable because you know the most important factor of your results; the factor being your student.

Teachback Self-Assessment

Antonio Tiples

Self-Assessment: Chp. 6 Validity

Classroom Assessment: What Teachers Need to Know

ED 450: Assessment and Evaluation – Ms. Soledad Camacho

October 05, 2012

1)      What did you want the class to learn from your teachback?

I wanted to make sure the class understood how the concept of validity does not necessarily apply to the test, but rather, through the “score-based inferences.”  What this means is that the test itself is important, but what it is you infer from the results of a test should be the main focal point.  This was the main point I wanted the class to understand.

2)      How did you assess what they learned?

I assessed learning through monitoring the discussions held by the students.  Questions were encouraged and asked for clarification and further insight. Based on the topics discussed by the students told me that they were directly involved with the subject and showed their interest towards the content. 

3)      I am proudest of these components of my teachback presentation:

·         The discussion that took place during my presentation wherein the students shared their experiences and gave further insight about the concepts taught in the class.  Since, some of the students are currently working as teachers, learning about the actual events in the classroom enhanced the lesson

4)      I can improve my teaching in the following ways:

a.       Provide more hands-on activities

b.      Encourage the vocalization of the other students’ opinions

c.       Speak slower, and clearer

5)      Ideas to contemplate?

What was brought to my attention during my presentation was the issue regarding how assessments created for students with special needs can bring about a valid score-based inference.  Obviously, the results garnered from the said assessments will lead special educators to a result; however, what needs to be investigated is whether the results can lead to an appropriate course of action.

6)      Why was it important to study this chapter?

This chapter was important to study to show educators the processes that take place to assure the standardized tests and other forms of assessments yield results that teachers can use to make appropriate inferences about their students.  The chapter also emphasizes that the focus of validity should not be on the test itself, although the contents of the test are important, what is more important is the inferences received from the results of the test.  

Powerpoint Presentation link: http://www.slideshare.net/antoniotiples329/chapter-6-validity-14644027