Fieldwork: Varying Assessments with Experiences

Fieldwork
Name
Institution
Course Code and Title
Instructor
Date
Introduction
The paper includes an interview conducted with a fourth grade teacher, Ms. Nicole, and her student, Adam. The sole purpose of the interview is to discuss their varying assessments’ experiences. Therefore, a brief recap of the interview has been included, as well as a broad analysis of their varying experiences with assessments.
Ms. Nicole
Ms. Nicole reported that she uses assessment as a tool for assessing and monitoring progress and comprehension of the classroom concepts in her students. She highly rates assessments to know whether her students are understanding the curriculum according to standards. Through administering assessments, she can know and highlight the specific areas where her students may be struggling. In addition, she can measure how they master the skills and the knowledge she purposes to pass. She explains that she uses this strategy to make a decision on her instructional strategy, where she works around these strategies to incorporate all the diverse needs of her students.
Ms. Nicole further highlights that she uses several types of assessments to give her a vivid view of her students' abilities. These types of assessments include quizzes, discussions in class, and observation. When coming up with the assessments, she ensures that they are aligned with the learning objectives and meet the specific grade level standards. She adds that by doing this, the needs of her students are assessed on only what they are expected to learn. Ms. Nicole adds that she values collaboration with other teachers to come up with assessments that incorporate validity, reliability, fairness, usability, and alignment.
Ms. Nicole says that assessment informs instruction by modeling her instructional strategies. For instance, she recalls that by effectively analyzing the assessment results, she is able to take note of specific areas where specific students need extra support or specific areas where they are excelling and breaking the glass ceiling. Knowing this helps her to modify her instructional strategies to meet the specific needs of every student individually. Additionally, she records that data garnered from assessment informs aspects of school programming by offering impeccable insights into the curriculum's effectiveness and resource allocation. Therefore, the school's administrators can make well-informed choices based on the outcomes of the assessment.
Further, Ms. Nicole records that teacher-created assessments are flexible and can be modified to meet the diverse needs of her students. The teacher-created assessments allow her to assess specific skills that may not be sufficiently addressed in standardized tests. However, she admits that it is time-consuming to develop teacher-created tests. On the other hand, she records that standardized assessments are advantageous in that they measure the performance of students by comparing them across schools and districts. However, standardized assessments fail to capture specific abilities in these students and other important data on classroom experiences.
Ms. Nicole records that the current culture of accountability affects her personally as a teacher. She explains...