Module
4:
Teacher Assessment of Student Performance in
Alternative and Correctional Education Facilities
Richard Ashcroft, Ph.D.
California State University, San Bernardino
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Module
Overview
| Understanding | Essential
Questions | Knowledge and Skills |
Introduction
In this module, teachers-in-training will review their assumptions about the purposes of assessment and examine the relationship between informal assessment and effective instruction for students in alternative and correctional education facilities. They will practice planning and implementing instruction based on daily assessment of skills, knowledge, and social/emotional issues.
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Understanding
Teachers can use informal assessment to design effective interventions for students who have not been successful in traditional classrooms or programs.
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Essential Questions
How can we use what we know from research on assessment to insure that assessment supports and enhances instruction for students in alternative educational settings?
What is the relationship of informal assessment to instruction?
How does behavior interfere with performance on assessment and instruction?
What specific assessment and instructional strategies will result in increased performance and more acceptable behaviors for students with different disabilities in alternative education settings?
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Knowledge and Skills
Students will:
Review an assessment model designed to inform instruction and apply the Social Development Model to current teaching situation to improve student outcomes, using assessment to guide instruction;
Connect research on attachment, bonding, resiliency, and social development to real-life practice in alternative education settings;
Practice assessment and instructional strategies which address specific learning needs for students with emotional disturbance, learning disabilities, and communication disorders;
Examine a model to assess levels of interpersonal skills and how the results can guide the development of goals and objectives for teaching and learning.
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