Running Head: PLANNING PREPARATION 1

Planning Preparation Instruction Assessment

Jianna Doxey

Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2019

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Introduction

Planning, preparation, instruction, and assessment of learners provides for acknowledgement

of pre- and post- assessments of a specific single content and what additional differentiation and

preparation needs to take place. This application of assessment will align with The Virginia

Department of Education Standards of Learning Objectives and assess that specific content. Data is

available in quantitative form in order to show specifically how data effects instructional planning,

adaptation, and accommodations. This is in addition to the current differentiation already taken

place within lesson preparation. Students are shifted throughout the classroom as the teacher shifts

his/her form.

Rationale for Selection of Artifacts

Artifact One is a small group lesson, continuous of whole group, on text structures. It also

includes samples of student work from this lesson and a mid- and post- assessment piece. There is a

line graph and table to show the differences between student grades. This lesson took place over the

course of two weeks due to continuous school testing. No pre-assessment was given due to

students’ Reading Inventory scores recently coming in and their small groups being switched to

accommodate their updated reading data. Students completed a mid-assessment the beginning of the

second week. As, I reviewed their assessments, I was able to allow more independence with those

students that proved to understand the material and focus on more independent reading and analysis

with students that scored lower. Although students were given more independence when scoring

higher, I made it a notion to still check in and be sure to bring the entire group to one accord to

review the content knowledge of text structures as a whole.

Artifact Two is the students range of Reading Inventory scores. These scores, along with

their DRA scores determined their switch of guided reading small groups, if any. Students moving

to higher groups engage with more difficult reading and have more independence. Students moving

to lower groups get a higher amount of one on one reading and as the teacher I am able to engage
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more with their weaknesses individually. Students will again take the RI Test at the end of thee

school year to examine their reading levels and growth. Students are responsible for having their

own data in their data folder and self-acknowledging their growth along with the teacher amongst

receiving scores.

Reflection on Theory and Practice

As far as my knowledge gained from classes at Regent, I learned obviously that assessment

is important. However, Regent went farther to explain that pre-, mid-, and post- assessments

provide more data and feedback than just a post-assessment. Taking that information into my

teaching, and gauging depending on content and lesson, I am able to graph and examine student

understanding and remediation at a new and deeper level. In comparison, the article The Challenge

of Differing Perspectives Surrounding Grades in the Assessment Education of Pre-Service Teachers

focuses on that -servicing pre-service teachers with the newer, more functional idea of multi-

assessment. These practices “reflect a philosophy of success for all, rather than sort and rank… by

achievement, [their] goal is to model how to tap into the learning potential of every student

(Stiggins, 2005).” (Mitton-Kukner, Munroe, Graham, 2015). These practices focus on the growth,

understanding, and knowledge of students versus the grades bought in and the standardized testing

passed.

Of course, the goal is to pass SOLs; however, when too much of a students’ knowledge is

focused on memorizing and not on the skill to understand and utilize it becomes a deficiency that

students do not want to work toward. In continuation, as the teacher, to make this work you have to

not be focused on the memorization, but rather students’ practice, “their actual knowledge and

perceived knowledge, confidence, and usefulness of concepts taught” Oakes, Schellman, Lane,

Common, Powers, Diebold, Gaskill, (2018). As said in the article, Improving Educators’

Knowledge, Confidence, and Usefulness of Functional Assessment-based Interventions: Outcomes

of Professional Learning, not all teachers are trained for this, but with new data approaching and
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more schools, and professional developments to teach teachers this method of assessment, teachers

could limit time of whole group reteaching, and teach the main points and remediate where needed.

This could also move into more responsibility and self-knowledge of weaknesses and strengths

(specifically in the older grades). The Exam Autopsy: An Integrated Post-Exam Assessment Model

acknowledges this possibility as students are able to receive “three sources of evaluative insight

(from self, instructor, and peer)” as they work toward understanding the reasoning behind their

performance (Owen, 2019).

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References

Mitton-Kukner, J., Munroe, E., & Graham, D. (2015). The Challenge of Differing Perspectives

Surrounding Grades in the Assessment Education of Pre-Service Teachers. Canadian

Journal of Higher Education, 45(4), 322–342. Retrieved from http://eres.regent.edu:204

8/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=112029932&

site=ehost-live

Oakes, W. P., Schellman, L. E., Lane, K. L., Common, E. A., Powers, L., Diebold, T., & Gaskill, T.

(2018). Improving Educators’ Knowledge, Confidence, and Usefulness of Functional

Assessment-based Interventions: Outcomes of Professional Learning. Education &

Treatment of Children, 41(4), 533–565. https://doi-org.ezproxy.regent.edu/10.1353/etc.201

8.0028

Owen, L. R. (2019). The Exam Autopsy: An Integrated Post-Exam Assessment Model.

International Journal for the Scholarship of Teaching & Learning, 13(1), 1–8. https://doi-

org.ezproxy.regent.edu/10.20429/ijsotl.2019.130104