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Assessing Student Progress Throughout my experience as a resident, assessment and data were integral topics of discussion when identifying best practices. As a resident, I have learned the value of using both formative and summative assessments to monitor individual student progress, as well as the value of using assessment to guide my instruction. While under the supervision of my mentor, formative assessments in the form of exit tickets were used to gauge student learning. Using student NWEA RIT scores, we aligned our instruction to adhere to the different Descartes strands. Grades were submitted to my mentor on a weekly basis. He used what our formative data showed to makes instructional decisions that would impact our weekly lessons. Very rarely did I individually give students direct feedback on their work, but my mentor took the responsibility to conduct such essential conversations with students. After examining and reflecting upon my learning segment, I have found the value of integrating different styles of implementing "Checks for Understanding" to identify instructional processes within lessons, as well as the benefits of providing students with immediate feedback in ways that are conducive to their understanding of their individual progress in acquiring new skills, and learning new information and concepts. As I think about what my assessment policies will be for my upcoming year, I feel that incorporating individual student conferences to support authentic and effective communication with students will be essential to my practice. Creating and implementing student friendly rubrics to guide student work, as well as provide a framework to assess their progress will also be crucial to promote student learning. Daily use of Do Now's and Exit Tickets will be aligned in my daily practices to gauge student comprehension. My goal will also be to incorporate the use of student portfolios, to have students engage in a collaborative process of monitoring their individual progress, as well as gaining insight to their individual viewpoints on what they feel are strengths and areas for growth. In having students partake in the assessment process, my goal is to incorporate student conversation during parent meetings and conferences so that students can communicate what they have learned, areas of strength, and areas that need additional support and development.
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