Documenting Learning Herrell – Chapter 21

Reason: to recognize strengths and weaknesses (teacher & student) Step by Step: Identify approaches to be used  let student know Introduce the assessment strategies one at a time Begin process with baseline assessment—>document prior knowledge Set baseline assessment and set goals with team and students Collect periodic work samples to monitor and celebrate growth Conduct class celebration circles Reason: to recognize strengths and weaknesses (teacher & student) Step by Step: Identify approaches to be used  let student know Introduce the assessment strategies one at a time Begin process with baseline assessment—>document prior knowledge Set baseline assessment and set goals with team and students Collect periodic work samples to monitor and celebrate growth Conduct class celebration circles

Procedures/UsePurposeStudents’ Roles Portfolios—periodic collection of work samples Allows students to see their growth Students chooses work to be included and shares with parents Running records—document Student reading on a given day Allows student to become aware of given strategies and need for practice Student reads aloud and engages with teacher in discussion or running records Skills checklist—a list of skills being taught and practiced Allows student to see skills mastered Student & teach work collaborative to identify mastered skills Scoring rubrics—descriptive scoring standards set up to compare student with grade level standards Sets clear expectations for the student to the current level of functioning Students involvement in the building of rubrics and expectations Narrative summaries—a verbal summary written to document growth (from baseline to present) Points out the progress that has been made Student reads and discusses with the teachers the document Assessment Procedures – Use, Purpose and Student’s Role