Beginning of Year Second Grade General Assessment

Beginning of Year Second Grade General Assessment
Beginning of Year Second Grade General Assessment
Beginning of Year Second Grade General Assessment
Beginning of Year Second Grade General Assessment
Beginning of Year Second Grade General Assessment
Beginning of Year Second Grade General Assessment
Beginning of Year Second Grade General Assessment
Beginning of Year Second Grade General Assessment
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Second grade is often an ambiguous year for data collection because there are, to be honest, subjective-based standardized assessments that drive instruction. Students do not begin the formal standardized testing process until third grade when they engage in the pre-EOG and EOG. This assessment is intended to be given at the beginning of the school year in second grade. It will assess students academically in a general manner so that you may begin to plan instruction accordingly. The intention of this packet is to give you supportive and meaningful data that will aid in grouping students and appropriately differentiating instruction. It is not meant to be used in isolation, but coupled with other assessment tools. It is suggested that this same test be given at the end of the school year to gauge student growth. Please encourage students to just do their best on the assessment, and remind them that it will only be used as a measure of academic growth. I strongly encourage not giving this assessment in one setting, but rather dividing it up into smaller pieces for students to digest. One possible recommendation would be to give one or two pages per day the first couple of weeks of school.
The actual assessment includes spelling, vocabulary, grammar, math, reading, and writing components. There is also a student data collection sheet included to record scores.
In conclusion, I saw this quote on an e-mail that I received recently from the North Carolina Department of Public Instruction: “In God we trust; all others bring data ~ W. Edwards Deming.” Even though this makes me giggle, how true it is! The more data you have to back up your instruction, the more of a reflective practitioner you can be in your classroom and the more you can accurately and substantively influence learning.  Hoping you find this helpful in your quest for a successful and innovative school year! ~ Mindi O. Collins

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