Assessment Descriiption Imagine a teacher has a new student in class who has min

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Assessment Descriiption
Imagine a teacher has a new student in class who has min

Assessment Descriiption
Imagine a teacher has a new student in class who has minimal experience with technology due to limited formal schooling and socioeconomic reasons. The teacher likes to conduct formative assessments in class using digital tools and does not see the need to support the student any differently. The student’s formative assessment data consistently shows the student is not meeting learning goals.
What issues related to ethics and equity in assessment does the scenario raise? How might a Christian worldview affect how a teacher views the assessment of students? How might a teacher approach the situation differently if he believed that Christian life must involve compassion and care in addressing needs that stem from poverty or injustice?
Identify a variety of assessments and their purposes in supporting and demonstrating learning. [InTASC 6(a), 6(e), 6(g), 6(j), 6(k); TPE 5.1; COE 4.1]
Design standards-based assessments that are differentiated to meet all learner needs. [InTASC 1(a), 6(b), 6(p), 6(r), 6(u); TPE 5.8; MC5; COE 4.2]
Provide descriiptive and timely feedback using a variety of methods to assist students and families in understanding student progress.
Determine ethical and equitable assessment practices for the classroom including when technology is used to support assessment.

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