| Assessment Tool | Grade Level | Literacy Skill | How to Use Assessment Tool | How to Review Data Provided by Assessment Tool | How to Make Accommodations |
| Formal assessment |
1 |
Listening | Perform a listening exercise, read instructions aloud, ask students to note down, and record the results for each learner. | Analyze the recorded activities to determine listening proficiency. If learners have hearing problems, the teacher should implement an action plan. | Develop an action plan that analyzes learners' difficulties, understands them, monitors their proficiency, and helps in problems ( Munger, 2016). |
|
Informal assessment |
2 |
Speaking | Perform pronunciation, communication, and vocabulary tests. | Record the results and analyze the accuracy and fluency in pronouncing different words. | Apply relaxation skills, hearing impairments, and assistive technology to help students with problems. |
| Formative assessment |
3 |
Reading | Conduct a reading proficiency test on the words, phrases, or comprehension covered. | Record the data and review are based on the fluency, phonemic awareness, decoding, and knowledge gained during the exercises. | Using the data identify the unmet needs in reading and develop and plan to improve the areas. |
| Summative assessment |
4 |
Writing | Conduct a writing test at the end of the term or year. | Record the data and evaluate learners' syntax, vocabulary, fluency, content, and conventions. | Pinpoint and address problems in handwriting and writing expression. Allocate more time and use extensive resources such as prints or computer-aided programs. |
|
Reflection: Formative assessments are critical during teaching and learning ( Menéndez et al., 2019). Learning entails various instructional objectives which aim at meeting the needs of learners. Formative assessments allow the teacher to adapt instruction based on the results and develop modifications that improve learning outcomes. The teacher can conduct both short and long-term observational tests to determine if knowledge and skills imparted to learners are harnessed. Formative tests provide quick feedback, which enables the teacher to adopt other learning strategies to meet the diversified needs of learners in case of shortcomings ( Menéndez et al., 2019). Apart from the teacher, students can track their educational goals. Instant results generated helps students to evaluate their learning outcomes at the metacognitive level. Indeed, learning outcomes should be tailored to meet learners’ differences. Learners with disabilities and language problems are likely to suffer where assessment accommodations are unavailable. I will generate a presentation, response, setting and timing, and scheduling accommodations for such learners ( Lovett & Lewandowski, 2015). Presentation accommodations involve enhanced auditory, visual, multi-sensory, and tactile stimulations such as large prints, sign language, human readers, and audio amplification devices. Response accommodations focus on improving learners' ability to solve problems and complete certain activities using response-enhancing devices such as word processors, spelling and grammar instruments, and scribe. Setting accommodations involves promoting an enabling learning environment, for instance, through changing the location or reducing the distracters such as noise. Timing and scheduling accommodations provide adequate time for learners to complete the tasks or understand a given concept. Strategies used include extending learning periods, changing the schedule to accommodate essential activities, and introducing multiple or frequent breaks. The integrity of assessment data is critical in providing feedback and developing strategies required to improve learning outcomes. As a responsible teacher, I would maintain the integrity of assessment results by being fair and unbiased during the exercise. I would ensure the assessment is honest through careful planning, setting straightforward questions, using various assessment tools, and being open-ended. Privacy and confidentiality are critical. I would discuss the learners' results with victims and their parents only. I would ensure the information is inaccessible to unauthorized personnel. This information is vital in my future professional practice. Once the assessment results are out, I would evaluate their validity before providing feedback to learners and relevant stakeholders. Biased information may give false impressions. If the data is valid, I will identify the strengths and weaknesses of learners in areas such as listening, reading, and writing. Based on that, I would develop plans, instructions, and strategies to improve learners' outcomes. |
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References
Lovett, B. J., & Lewandowski, L. J. (2015). Testing accommodations for students with disabilities: Research-based practice . American Psychological Association.
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Menéndez, I. Y. C., Napa, M. A. C., Moreira, M. L. M., & Zambrano, G. G. V. (2019). The importance of formative assessment in the learning-teaching process. International journal of social sciences and humanities , 3 (2), 238-249.
Munger, K. A. (2016). 5. Types of Literacy Assessment: Principles, Procedures, and Applications. Steps to Success: Crossing the Bridge Between Literacy Research and Practice .
