Marc Steven Michel

Critical Analysis of an Alternate Assessment

In my class I have to administer a test named New York State Alternate Assessment (NYSAA) to certain students. NYSAA is part of the New York State testing program that measures the attainment of the State’s learning standards in the areas of English language arts (ELA), mathematics, and science for all students with the most severe disabilities in Grades 3-8 and high school. The questions are computerized which provides the opportunity to customize the assessment to the individual abilities and needs of the student. This test is fast and easy to administer and score, and provides useful information to teachers to inform future instruction for the student. Most of the questions include pictures and questions in each subject. My students would sometimes need prompting because the questions would not be to clear to them. Few times the test would have the students read a passage and pick from multiple questions. The questions vary and sometimes are difficult and sometimes be easier. When questions are harder, I would have the students re-read the questions over again and multiple answers and tell them take their time to answer. If they cannot make a decision, I tell the students to pick what they think is the best answer.

My suggestions would be for the N.Y.S.A.A. staff to make the exam more interactive and user friendly because of the students with different disabilities.

Critical Analysis of a Classroom Assessment


Classroom assessment is both a teaching approach and a set of techniques. The approach is that the more you know about what and how students are learning, the better I can plan learning activities to structure my teaching. The techniques I use are mostly simple, graded, non-graded, and in-class activities that give both my students and I useful feedback on the teaching-learning process. The critical analysis of one of my classroom assessments I have used in the past and will be speaking on is a test in which I administered in my science class.

I was teaching my class for almost a month about the different parts of the human brain and their functions. In order for me to see what my students learned throughout this part of the curriculum I gave them a test. The primary goal is to better understand my students' learning and so to improve my teaching. Part one of the test required students to label the parts of the brain while using a word bank. This will allow students to associate the parts of the brain with their correct names. The second part of the test requires students to match the functions of the brain with the correct part of the brain. I purposely made the test in color for students to simplify the intricate parts of the brain and to correctly complete the test. The third part of the test was a fill in the blank for different parts of the brain and some of its functions. This included a word bank. This test was designed to assess my students’ ability to recall specific functions and parts of the human brain. In all there were 10 test questions and each question were 10 points each. My scoring system of the student’s responses were reliable because the word banks helped them complete the test. The valid uses of the results obtained from this assessment definitely helped me gauge students results to see where my students were within the human brain parts and functions. The suggestions that I can make for improving the quality, fairness and/or usefulness of the above measure is by sitting with teacher teams as they can suggest different types of plan assessments, and observing teacher teams as they analyze student work and test results

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