Appendix P

RICA Reflection
Competency: 2 Reading Assessment
TPE Connection: 3

Describe ways that you have engaged with this competency which illustrate
you know how to implement it.
o The strongest level of evidence includes actual lessons/tasks you have
completed which are directly related to the RICA.
o For the assessments we administered for our tutees I felt like I wasnt
confident in what I was doing, therefore I wasnt able to gather the
information I felt was appropriate to see what level each tutee is at.
o The next level includes: What have you read, observed? What have you
developed (i.e. lessons) related to this RICA Competency? What tasks
have you completed that relate to this RICA?
o Observing in my master teachers second grade class Ive been able to
see different ways in which she assesses the students. She uses
scaffolding during independent work time; she has handouts that the
students complete.
o In other words, indicate events/activities in which you have engaged
which are directly related to this RICA Competency both in the
Reading/Literacy course and aside from the course. In this section take
ownership with words such as the following: It has been my experience
that a teacher must use a variety of assessments, such as formal,
informal, summative, formative, in order to measure where the
student is at.
o Reflect on how your understanding of this Competency is connected to
TPEs. How is it important to your teaching and your students learning?
o TPE Connection: 3 Interpretation and Use of Assessments covers the
different forms of assessment tools, when to use them and how to use
them. As students are unique and very much so different from one
another, the forms of assessments we use should keep them in mind.
There is formal, informal, summative, formative, and so on.
Differentiationo Describe at least three examples of when and why to use particular
strategies with a student need.
o If students struggle to stay focused the teacher can scaffold to keep them
on track or move them to the front
o If a student struggles with tests the teacher can meet the students needs by
assessing them in a more informal way
o If a student struggles with working with peers the teacher can assess the

Appendix P
RICA Reflection
Competency: 2 Reading Assessment
TPE Connection: 3

students individual work to see where they are at

Reference a min of one reference mentioned in the reflection.

Zarrillo, J. J. (2011). Ready for Revised RICA: A Test Preparation Guide For Californias
Reading Instruction Competence Assessment. Boston, MA: Allyn & Bacon.
Commission on Teacher Credentialing. (2013). California teaching performance
Expectations. Retrieved from http://www.ctc.ca.gov/educator-prep/TPA-files/TPEs-Full-Version.pdf