What is component 1F? Assessing students is a crucial part of a teacher learning how the students are understanding the lessons. This can be done formally at the end of a unit or informally throughout the lesson. Both ways help the teacher to see how well the students understood the information. There are four elements in this component; congruence with instructional outcomes, criteria/standards, design of formative assessments, and use for planning. The basic outline of these elements are that the assessments are designed in a way that they align with the intended outcomes of lesson and that the assessments test the students' progress through the standards. Formative assessment is done throughout the lesson to see how the students are following the lesson. This can be done by presenting a question to the class and having them think-pair-share so they can hear from their peers and reason through the question out loud. These assessments need to be embedded in the planning and need to be relevant to the topics covered in class.
This component is essential because fair assessments show a snapshot of the students and their progress throughout the year. Making a fair assessment that measures what it needs to is how a teacher can see how they are doing at getting the information portrayed to the students properly and how the students are grasping it. Assessments may need to be individualized for ELL students or students with any disability.
How can it be implemented in the classroom? In an elementary math lesson, teachers can hand out popsicle sticks with numbers on them. They can present questions to students and have them hold up the popsicle stick that has the number of the answer they think it is. Another way to do this is with whiteboards. Each student works on their own to work out the problem and holds it up to show the teacher. The teacher can then see where most students are and where the struggle spot of a question is. Or if a student is consistently getting the wrong answer, the teacher can work one on one with that student to help them understand it better. If a student is consistently getting the answer right, the teacher can have that student explain how they came to their answer. Having a peer's perspective on a question may help students to see it in a different point of view than exactly how the teacher explained it.
Throughout planning, the teacher must make sure that the intended outcomes of the lessons are aligning with standards and criteria. The same goes for when the teacher is creating assessments. Being sure that you stay consistent throughout lesson planning and assessments with the standards will help to make the lessons more coherent and adhesive.
The Framework for Teaching Evaluation Instrument. (n.d.). Retrieved September 24, 2017, from http://static.pdesas.org/content/documents/danielson_rubric_32.pdf (2017). Gmav.co.uk. Retrieved 11 October 2017, from https://gmav.co.uk/media/wysiwyg/Category