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Questions to consider in your reflection

How did you find your student? What were your initial thoughts about your student and the prospect of tutoring them? How did you develop a working relationship with your tutoring student? Did you find it easy to make a connection or did you struggle to find common ground? Were you surprised by anything in the process of getting to know your student? 

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How did you go about determining what materials to use?  Did you practice reading the assessments? 

How did it go? Did it take you multiple days? Did you have any setbacks? 

These are all essential considerations, but they aren’t the only things that could shape your thoughts on the process of collecting your pre-tutoring assessment data. You should include anything you feel is important. Remember, this is going in your TK20-Watermark portfolio, so be sure you stay positive when at all possible. Also, be honest, but don’t be too hard on yourself when considering possible setbacks. It is your first time doing these assessments most likely. 

Your reflection should be at least 350 words and be free of mechanical and grammatical errors. You should use APA in-text citations when needed, but do not need to have a reference list. 

The attached document has an example from a former student.  Please note this sample is not perfect but intended to give you an idea of what is expected.  You must still submit your own original work.  Also, some of the assessments given may differ since this was a previous semester with a different textbook.

CIR 412

October 6, 2019

Diagnostic Assessment Reflection

My student, John-Lucas, was chosen for me by my ELA teacher, Ms. Brown. She decided to choose him because he needs the extra help with reading. I was excited to get the opportunity to help him and I could tell that he was excited too. I developed a working relationship with my student by starting off asking him questions like how old he was, when his birthday was, etc. I then started asking him more questions about his attitude towards reading. I found it easy to make a connection with him once he started telling me about how he loves dinosaur books especially because I had some dinosaur books at home that I knew he would love to read. I was surprised that he liked reading so much, but he was really picky about what types of books he likes to read. He is a very well-behaved child, so I knew he would read or take any assessment that I asked him to, but it was interesting to see that side of him and know what he liked and did not like, so I could use this later on.

I used the learning modules from the course to help me determine what materials I needed to use. I started by looking over the Phonics Assessment and read through the whole thing, so I would know what I needed to do when I had to give it to my student.

The assessment process took two days. I started by doing the reading inventory (Zimmerman, 2014) and assessing what John-Lucas liked about reading and how he felt about reading. This part was really great to see because I was able to view what my student thought about himself when it came to reading and how I could help him become more confident. We did have a couple setbacks. We had a fire drill and a tornado drill all in one morning, so that put us a little bit behind, but we still managed to finish everything we needed to. The results of the Phonics assessment (Moats & Tolman, 2019) surprised me as well because I discovered that my student needs help in several areas. Overall, the assessments went great and I am excited to continue working with John-Lucas and help him become a better reader.

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