Essential Assessment Protocols
Teachers use a variety of
materials to evaluate their students’ success. These evaluations can range
from formal to informal. Many are teacher made, because pre-printed tests
do not match the deaf students’ abilities. In making their own tests, teachers
have control over what they teach, and can make the tests at a level where
their students will be challenged, yet still be able to experience academic
success. Some of the evaluation protocols that Mrs. Cundra uses are as
Chapter tests – mostly teacher-made. She covers what
is important for her students to know about each chapter, and is able to
test their knowledge on it.
Reports – students are required to write a report
on a given topic. They are able to use books, encyclopedias, and the Internet
for their resources. This not only expands their knowledge of certain topics,
but it also gives them experience with written English.
Quizzes – Students are given quizzes mid-way through
a section to check their understanding of the topic. These are teacher-made,
General questions about readings – Some are teacher-made
and others come from the book companies. These are used after a book is
read to check for understanding, and also for vocabulary.
In class participation and discussions – Guided by
the teacher, but the student gives input on certain aspects of the topic.
If the teacher presents a question, the student is asked to give an answer
and elaborate on it.
performance on all of the above evaluations determines what is going to
be taught next. Being in Special Education affords teachers time to fully
cover a subject, and not move on to the next topic until the student has
a strong understanding.
Formal evaluation – The Stanford Achievement Test
is used to calculate student reading and math levels. Ninth grade proficiency
tests are also required of most of the students, although scores do not
affect graduation eligibility.