TPE 5.1 Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, formative, summative, and performance) to design and administer classroom assessments, including the use of scoring rubrics.
My Philosophy of Assessment aligns with TPE 5.1 because it reflects my understanding of the different types of assessments used in the classroom—diagnostic, formative, summative, and performance-based—and their role in guiding instruction and supporting student learning. In this statement, I articulate the belief that assessment should be purposeful, ongoing, and used to inform teaching practices while promoting student growth. I also emphasize the importance of using clear rubrics, feedback, and multiple assessment methods to meet the diverse needs of learners.
TPE 5.3: Interpret English learners’ assessment data to identify their level of proficiency in English as well as in the home language, as applicable, and use this information in planning instruction.
This counting lesson aligns with TPE 5.3 because I used assessment data to identify my English Learners’ levels of English proficiency and planned instruction that supported both their language development and math understanding. I incorporated visuals, gestures, and real-life objects to make the concept of counting more accessible. I also used sentence frames and math vocabulary supports (e.g., “I see ___ apples” or “There are ___ total”) to encourage language use in a meaningful context. By using formative assessments throughout the lesson—such as individual check-ins and small group observations—I was able to monitor both counting skills and language use, allowing me to adjust instruction to meet the diverse needs of my students.
