 |
Lesson 6 describes a variety of assessment and grading considerations that can be used prior to, during, and at the end of instruction to determine student progress. Pretests can assist teachers in determining the entry skill and knowledge levels so that they can better target to what extent they need to prime students’ background knowledge for the course content. Inventories that also elicit from students how they learn and show what they have learned best can provide some insight and self-advocacy for students, with and without disabilities, who require accommodations and adaptations. Using formative assessment methods (i.e., ungraded methods) such as curriculum-based measurement, error analysis, or portfolio reviews during instruction can alert the teacher when students may require review or more challenging content. These techniques are beneficial for students with and without disabilities in that they can ensure that each student is sufficiently challenged and making progress. Developing and using scoring rubrics at the beginning and throughout instruction assists students in monitoring their growth, understanding what criteria will be used to score their product, and figuring out the critical elements of the summative assessment measure (i.e., the graded information). Before proceeding to the presentation, please print out the handout for this lesson.
|
