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Teacher Performance Expectations #5:

Assessing Student Learning

Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.

Uses assessments to adjust and differentiate instruction while teaching in response to student needs.

Artifact 5.1

My intention for including Artifact 5.1. is to provide students with an opportunity to see the value of arts learning and skill development for their future schooling and careers. Additionally, the lesson was used for their Transition IEP, which is driven by the student’s post-secondary goals; that is, what they would like to do after high school. I created the lesson for eighth grade advisory and presented it at the beginning of the year.

I included Artifact 5.2 from Kahoot-it, as a representation of how student enjoy and participate in their own assessment using online platforms like Nearpod, Kahoot-It, and Quiziz,  

 

The platforms provide detailed  reports  at the end of each session that are broken down by the name of the student, the number of correct questions, and percentage totals. The report allows me to see in real-time what questions the students do not understand which in-turn provides an opportunity an review for students to review the  information either individually, in small groups if a few students were unable to grasp the concept, or the entire class.

 

I can download the reports to show parents how effective their child is participating in class. Students smile when they see their name listed on the  podium, a small success which builds confidence in learning. 

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Artifact 5.2 - Success on the Podium

Artifact 5.3 is a University of Redlands paper on Informal and Formal Assessments.

Pre-covid I enjoyed having the opportunity to interact with students using the assessment

Woodcock-Johnson tests and subtests, using both the mandatory sections and optional subtests. This test enabled the IEP team to look at specific areas of need, which then helped to create meaningful IEP goals.  

Artifact 5.3 - University of Redlands Paper on Informal and Formal Assessments