Name:Cecilia Romero. Date of Reflection: July 08, 2025
TFE 800.61 Interactive Field Experiences in Assessing Learning: Part 1
Effective educators understand how to collect, analyze and use assessment data to plan instruction that
meets student needs. This field-based experience (FBE) draws on courses such as TCR 405 Questioning
Strategies and Feedback, TCR 406 Formal Assessment, and TTL 409 Using Data to Inform Instruction. As
you spend time interacting with students in another teacher’s classroom you are watching for both
formative and summative assessment strategies. Pay close attention to the techniques the teacher uses
to gauge understanding and what they do with this information. Does the teacher reteach a portion of
the lesson, pause independent work to clarify a concept, or pull a small group aside to give extra time for
mastery? In your reflection, refer back to previous coursework to connect what you saw in the classroom
with how assessment is used to guide instruction.
IMPORTANT: This field experience requires 5 hours in the classroom. The Texas Administrative
Code §228.35 (e)(1)(A) requires FBEs include your active engagement with students during educational
activities the entire time you are in the classroom. Please make sure to discuss with the teacher
beforehand ways for you to be actively involved, such as but not limited to facilitating small groups, help
with monitoring the class, and answering student questions. You may distribute, collect, and analyze exit
tickets, discussing with the teacher the evidence collected. You may help administer an assessment to
an individual learner who needs their test read to them. You may even be able to ask individual students
questions that assess their understanding of the lesson and then report that back to the classroom
teacher. How else can you engage in understanding how assessment is used to impact instruction?
Reflection Questions:
1. What type(s) of formative assessment did you see in the classes observed? How was it
administered and how was the data used to impact future instruction? Did you observe any
summative assessment? If so, what were the testing conditions like?
Mr. Saucedo teaches 4th grade math and science. During my observation he was
preparing students for the upcoming testing period for STAAR. As a class, they
completed multiple packets or practice questions. Mr. Saucedo went over the packets
and questions in detail with students but also had an open Q & A period for students to
express any doubts they still had about how to solve any of the equations. One of Mr.
Saucedo’s in-class activities was a “flash” assessment, in which students had one
minute to complete as many simple multiplication equations as they could. I did not
observe students take a summative assessment but I did assist the teacher in preparing
one he was planning for the end of their unit. The teacher prepared a unit test on
multiplying and dividing fractions. He explained that he allows students to review their
notes for 5 minutes before the start of the test as a final refresher. If students have any
questions, this is the time to ask. Once testing begins, students are asked to clear their
desks and put away all study materials. Because the size of the classroom is small,
students are given test dividers to make sure they keep their eyes on their own test. Mr.
Saucedo typically accounts
TFE 800.61 Interactive Field Experiences in Assessing Learning: Part 1
Effective educators understand how to collect, analyze and use assessment data to plan instruction that
meets student needs. This field-based experience (FBE) draws on courses such as TCR 405 Questioning
Strategies and Feedback, TCR 406 Formal Assessment, and TTL 409 Using Data to Inform Instruction. As
you spend time interacting with students in another teacher’s classroom you are watching for both
formative and summative assessment strategies. Pay close attention to the techniques the teacher uses
to gauge understanding and what they do with this information. Does the teacher reteach a portion of
the lesson, pause independent work to clarify a concept, or pull a small group aside to give extra time for
mastery? In your reflection, refer back to previous coursework to connect what you saw in the classroom
with how assessment is used to guide instruction.
IMPORTANT: This field experience requires 5 hours in the classroom. The Texas Administrative
Code §228.35 (e)(1)(A) requires FBEs include your active engagement with students during educational
activities the entire time you are in the classroom. Please make sure to discuss with the teacher
beforehand ways for you to be actively involved, such as but not limited to facilitating small groups, help
with monitoring the class, and answering student questions. You may distribute, collect, and analyze exit
tickets, discussing with the teacher the evidence collected. You may help administer an assessment to
an individual learner who needs their test read to them. You may even be able to ask individual students
questions that assess their understanding of the lesson and then report that back to the classroom
teacher. How else can you engage in understanding how assessment is used to impact instruction?
Reflection Questions:
1. What type(s) of formative assessment did you see in the classes observed? How was it
administered and how was the data used to impact future instruction? Did you observe any
summative assessment? If so, what were the testing conditions like?
Mr. Saucedo teaches 4th grade math and science. During my observation he was
preparing students for the upcoming testing period for STAAR. As a class, they
completed multiple packets or practice questions. Mr. Saucedo went over the packets
and questions in detail with students but also had an open Q & A period for students to
express any doubts they still had about how to solve any of the equations. One of Mr.
Saucedo’s in-class activities was a “flash” assessment, in which students had one
minute to complete as many simple multiplication equations as they could. I did not
observe students take a summative assessment but I did assist the teacher in preparing
one he was planning for the end of their unit. The teacher prepared a unit test on
multiplying and dividing fractions. He explained that he allows students to review their
notes for 5 minutes before the start of the test as a final refresher. If students have any
questions, this is the time to ask. Once testing begins, students are asked to clear their
desks and put away all study materials. Because the size of the classroom is small,
students are given test dividers to make sure they keep their eyes on their own test. Mr.
Saucedo typically accounts
