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I have yet to have classroom experience, but I am an experienced lacrosse coach. I don’t use formal assessments in my lessons. Each session is set up differently depending on the skills we’re working on, and I choose the content based on progress from the last session and the new concepts I want to introduce. My focus is on steady improvement and helping players build confidence rather than testing them with structured questions or grades.

I don’t score my players, but I’ll joke that they’re working through levels like beginner, intermediate, advanced, and master. At the end of each session, I give them a quick rundown of what we learned and how they’re doing. I’ll also share progress with parents from time to time so they can see how their child is developing.

I can track their results/progress subjectively through my observations, and objectively through the results when they play a game.

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Since I mostly teach test-prep ELA reading and writing, I use standardized tests in a regular basis to assess strengths and areas students need to improve. However, as a writing tutor, I have created rubrics that break down as precisely as possible the way in which students’ essay responses are evaluated. Focusing on personal narrative essays, the content comes from a variety of prompts that aim to elicit students’ descriptions of the experiences that “show (not tell)” their passions, interests, challenges, aspirations, and traditions and other characteristics of their identities. I present two essay questions and students choose one. Essay responses are scored out of ten points using the following breakdown: 3 points for organized structure, 3 points for advanced, diverse, and original vocabulary, 3 points for grammar, punctuation, and spelling, and 1 point for staying on topic. Since I work with students who are used to getting high grades, I explain that writing is a process that required frequent revision, so I offer opportunities to proofread in partnership with peers and guided by me so they can submit drafts that illustrate their implementation of the detailed feedback.

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Jonathan Ortega

As a Paraprofessional, I would format my assessments on the struggles or "constant slipping" of student performance if not given a IEP. The content would be chosen based on the needs of the student. This will be aligned with the IEP goals if the students has already been given one by a psychologist. For example, if a student is exhibiting some form of dyslexia in a 3rd grade setting, the content would be ELA based. I believe about a mixture of 10-15 ELA reading comprehension, read aloud and short response would be a good start to this assessment. They would be scored on a 4 point scale per questions/section. Reading comprehension would be multiple choice.

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When I design my assessment, I would include three differentiated categories. One station would be similar to the questionnaire. I would include questions about distractions, interests, and weaknesses in a certain subject. This may help differentiate between invisible disabilities as well. I would also be cautious about the length of the questionnaire. My next station would be a hands-on station or convention. How does this child respond to manipulatives? My last station would be environmental changes. Allowing kids to learn in smaller groups and larger groups, and seeing their success rates. I would also include motor skills (3-4 sentences), which can help me visually see their work. I would assess right and wrong to give a clear indicator and lean towards my best judgment. When you do partial, it can be subjective at times.

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Formatted in a clear language where it's understandable for everyone. 10 Multiple choice questionnaire will be distributed. Scores are based on all the correct answers they can respond to. . 5 Short responses will also be given to test the students ability to properly construct sentences. Reading assessments will also be given to determine what level the student is at. This shows how much the student knows.

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I am currently not teaching in the classroom setting; however, I do assess my tutoring students. Particularly for ELA, I bring a series of benchmark books and have the student read different reading levels to access fluency. The child reads from each book for about 2-5 minutes. The content is chosen at random, even though I do my best to provide my students with topics they find interesting. After the reading aspect, there is a reading comprehension portion of 5-8 questions (multiple choice) and short answer. I score the assessment with checks and stars. I don't put an x (there is a negative connotation to it- and provides the student with an anxiety)- I remove that from the equation. The main objective is to evaluate a three-month progress within the grade level. I tutor children ages 7-17 years of age. I make sure to keep a progress report for each student.

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When I’m designing assessments, I make sure they are as clear as possible, both visually and in its wording. With written assessment, I make sure there’s enough room for students to write, and even extra room if necessary. I don’t like to clutter a page because I think it can sometimes be overwhelming. For most topics I like to use open ended most of the time to grasp what students are thinking for subjects like ELA. The content of the assessment is based on what benchmarks need to be met first. And unless it is a unit assessment, I tend to keep the information relative to recent instruction and short in the amount of questions (maybe 3-8). Scoring will be depending on correctness as a majority, but at times, also effort shown and directions followed. However, any specifics in scoring are written and verbalized so students are aware. I also like to ask students for feedback as a question on an assessment so they hopefully know I value their opinions on their educational tools and lessons. I also always make sure to review the assessments to make sure if they’re answered how I intended. If not I change the wording on my end.

-Olivia S

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When I create my own quiz or check in for students, it is mostly multiple choice. With Open Response I do a lot of error analysis where the question has already been answered and they have to use mathematical reasoning to explain the error and fix it.

Content varies depending on the purpose of the assessment. Is it a diagnostic, quiz testing content we have just learned, or a reassessment after we demonstrated the need for growth.

Not more than 20 Questions typically. However, their regents exam is more than 30 questions.

The multiple choice is scored immediately. Students are either submitting their answers online and getting immediate feedback, but they are not told the correct answer. This allows for me to assign test corrections afterwards. If they don't directly submit online, then they have a scantron. I get the data right at the end of class.

I assess the grade in alignment with the regents. Multiple choice is two points each. While Open response varies between 2, 4, and one 6 point. The real benefit is the analysis of their scores.

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Christopher Etienne

My assessments will be a questionnaire for my student to answers so I can where they are at academically. My format would be multiple choice and short answer. The content would be ELA. I would have 10 questions. I would score it fairly. From my observation each student would response differently on an assessment. As I progress with my teaching I would know what to do from experience.

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6th grade math mid unit assessment on scale factor

questions are variations of questions from homework or problems we did during whole group instruction/class time

a mix of multiple choice and multistep written problems

no more than 5 questions, 2-3 multiple choice and 1-2 multistep with maybe one or two sub questions.

multiple choice are graded by write or wrong

multi step "show your work" problems are graded on a multi point system.

1pt. did they get the questing correct

1pt. did they show work

1pt. was more than 75% of their work shown correct

1pt. they labeled with correct units

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Right now, I'm mostly creating phonics, spelling, and writing assessments that are more targeted for individuals and small groups. For example, I might be aiming to assess a new phonics skill that I taught last week. Because I often lean into multisensory instruction, I try to include those different modalities as part of the assessment, as well. I aim for a balance of decoding and encoding, so that I'm seeing students apply the knowledge in both contexts (e.g., reading five words with the pattern then spelling five words with the pattern.) I'm trying to have enough data to be able to see any patterns in the errors that they are making, so that I can follow up with targeted instruction and reassess. I'm also trying to spiral back and constantly include some review on the assessments, too, so that students are getting opportunities to practice skills that they've acquired. I hand score, again with a focus on identifying error patterns. (Emily Climer)

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Alivia Cioffi

I'm an aide in an ABA classroom so I don't design the assessments but all children have IEPs and are all taught using mainly individualized assessments through discrete trial teaching. A couple times a day they are taught in groups but each child has an aide assigned to them which is also delivering individualized attention and in turn assessment. For instance, one child can have anywhere from 3-6 goals in different subject matters such as speech, OT, PT, math skills, social skills, reading etc. Each goal is usually ran having 5 trials and then. a percentage is given. most of the time if they get 80% success in 3 consecutive trials they have "mastered" the goal and it turns into a matinance goal. My lead teacher chooses the content after assessing them in the beginning of the year and based on the IEP...I'm also assuming there is a library of goals somewhere where she can take from. Questions vary and so do scores. It's alternative assessment so success is a little hard for me to measure and I teach kindergarten so a lot of the year is teaching them HOW to learn (sitting, listening to directions, social skills).

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Math assessment:

5 questions based on what was taught. If we are learning how to add I would put 4 addition problems and the work needs to be shown. The 5th question would be a key term they would need to define. This assessment is for me to see if they grasped the content. It would be out of 100 so each question worth 20 points. The work shown, how they solved the problem would also be taken into account.

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I use the assessments that come with my district-chosen curriculum. The assessments are formatted as printed papers with a mix of multiple-choice, short-answer, and long-answer responses. Content is chosen based on the learning standards attached to each unit. In general, I find the assessments to be clear, helpful measures of how students meet the standards. My school also created grading coversheets that match the questions to the standards being taught. We include the score that corresponds to questions correct, but the score that we use for analysis and decision-making is a separate standards-based score. Based on the questions, we score mastery of each standard from 1-4. This standards-based data is helpful in writing report cards and analyzing IEPs.

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When designing social studies assessments in my previous teaching setting in an independent school, it was formatted in multiple choice and fill in the blank questions and content is chosen by myself and past co-teacher. We chose questions with a range of knowledge assessed, from information that we reviewed daily to information that was offered in one-off lesson. More often than not, we asked questions that were frequently reviewed. We read the full assessment aloud with it projected on the board before giving it to students and we also offered reading support during the assessment. We typically did 10 or fewer questions. We scored them with checkmarks next to correct answers and we had 1-1 conferences with students to discuss incorrect answers and gave opportunities to edit before the work went into their binder.

(Charice Lawrence)

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(MC Daly) When I design assessments for my Pre-K students (Montessori environment), I focus on labeling, pointing, beginning sounds, word formation, excitement in identification, use of toys, and self-initiated categorization. The content is usually decided on the unit we are working on (numbers, ocean animals, 3-D shapes, nature, etc.). There aren't as many questions as there are tasks. This is mostly because many of the children cannot form complete sentences yet and are quick to respond to commands. They are typically scored in a yes or no format (can they do this, did they know what this was, did they show any signs of recognition).

We also try to initiate their language by verbalizing multiple choice questions: points to a wheel on a bike Is that a square or circle?

While asking the question I would motion the shape options with my hands and fingers so that children can respond vocally or physically through mimicking.

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Luke McNiff

I am not currently teaching right now. I worked in a 4th grade ICT Class. When the teacher formatted the math assessments, the teacher made it mostly multiple choice with a few short answers and critical thinking questions as well. There were 25 questions. 20 multiple choice questions and 5 short answer and critical thinking questions. They are scored by 1 to 2 points each. The multiple choice was 1 point and the written response was 2 points.

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For the most part, my assessments are formatted for me. Depending on the subject, it's either multiple choice or short response. Math is typically word problems or short answer - a problem where they need to show their work. ELA is typically multiple choice based on a specific reading.

Content is chosen based on the curriculum - whatever we are currently learning, and then the assessment is given at the end of a unit.

There's typically 10-20 questions on a test, depending on if it's short answer or multiple choice.

They are scored in many ways - it depends on the type of test. I have scored tests out of 2 (0 being incomplete, 1 is "ok", 2 is excellent), or out of 100.

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Brooke Heisner

I teach 4th and 5th grade special needs. When I design my own assessment, I am very careful with the formation! I make assessments for reading, writing, math and social studies. I am careful about font, size of the words and the amount of questions on a page. I have students who get very overwhelmed with the idea of an assessment. Sometimes, I call it a "show me what you know"

I use points for each question. Ex: MC might be two points per question. However, for short answer, I use the RAD strategy- Restate, Answer, Detail. One point for each. I do a mix of MC, fill in the blank, matching and short answer.