Standard Seven | Assessment
The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Artifact | EPSY 485 Final Exam
Knowledge Indicator: The competent teacher understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction.
Please click here to see my EPSY 485 final exam in which I created a syllabus and then described a student's performance based on the assessments.
Please click here to see my EPSY 485 final exam in which I created a syllabus and then described a student's performance based on the assessments.
Reflection | EPSY 485 Final Exam
This artifact is an assignment in which I selected and constructed various types of major assessments that I would use in an AP Language class. In this assignment I listed the types of assessment that I would use and my purpose behind their construction.
I chose this artifact because it highlights a theoretical approach to classroom instruction in which I list my grading and assessment expectations and then describe my rationale behind each of them.
This artifact meets this standard because the assignment displays how I would set up my classroom assessments and my rationale behind each activity. Within the assignment, I listed the various types of assessment necessary to monitor student growth while also describing the ultimate purpose for each.
This artifact is an appropriate representation of this standard because it showcases how I translated my educational theory into a concrete syllabus listing the assessments for a class.
This artifact represents my personal growth and development as a teacher because in this class we learned a lot about developing assessments that are valid, reliable, and fair. This artifact represents my final in which I out my understanding of each of those terms together to create meaningful assessments for my class.
This artifact indicates my knowledge for the standard because without this class and my other education classes, I would lack the knowledge to fully understand the importance of assessment and the best strategies for doing so.
I chose this artifact because it highlights a theoretical approach to classroom instruction in which I list my grading and assessment expectations and then describe my rationale behind each of them.
This artifact meets this standard because the assignment displays how I would set up my classroom assessments and my rationale behind each activity. Within the assignment, I listed the various types of assessment necessary to monitor student growth while also describing the ultimate purpose for each.
This artifact is an appropriate representation of this standard because it showcases how I translated my educational theory into a concrete syllabus listing the assessments for a class.
This artifact represents my personal growth and development as a teacher because in this class we learned a lot about developing assessments that are valid, reliable, and fair. This artifact represents my final in which I out my understanding of each of those terms together to create meaningful assessments for my class.
This artifact indicates my knowledge for the standard because without this class and my other education classes, I would lack the knowledge to fully understand the importance of assessment and the best strategies for doing so.
Artifact | Julius Caesar Unit Exams
Performance Indicator: The competent teacher appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of an individual student and the class as a whole.
Posted in the photo to the left is the writing prompt for my English II class. The writing prompt served as the exam over the Julius Caesar Unit. Over the course of the unit I assessed learning through quizzes, study guides, and discussion, but this writing prompt required students to use most of the class period to write an in-class essay instead of a typical test.
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Posted in the photo to the left is the writing prompt for my Advanced English II class. The writing prompt served as the exam over the Julius Caesar Unit. Over the course of the unit I assessed learning through quizzes, student annotations, and discussion, but this writing prompt required students to use most of the class period to write an in-class essay instead of a typical test.
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Reflection | Julius Caesar Exams
This artifact is a the formal assessment for my unit of Julius Caesar, where I evaluated the students’ understanding of Julius Caesar and their to respond to essay questions. Although this assignment did not mark specifically their progress, we completed other assessments throughout the unit that would have.
I chose this artifact for this standard because I shows one type of formal assessment that I completed during my student teaching that was different than most. Doing this allowed me to assess the students in a way that I had not done before while also seeing their writing skills and providing them with additional opportunities to practice.
This artifact meets this standard because I implemented this type of formal assessment after completing informal assessments throughout the unit. Additionally, this summative assessment addressed what the students learned as a whole while the formative assessments we completed throughout the unit provided me with feedback on our progress and skills to be addressed.
This artifact is an appropriate representation of this standard because it assessed students’ knowledge of the whole unit. Throughout the unit we conducted quizzes and homework to assess student knowledge while also developing their skills as writers through discussion and small activities. In this exam they showcased the accumulation of outside connections by completed a timed written response.
This artifact represents my personal growth and development as a teacher because I developed this lesson in response to a need to create a more meaningful test. I wanted a type of assessment that would engage students while also assessing their overall understanding, so I created this assessment because it requires them to utilize deeper levels of thinking beyond just completing multiple-choice questions.
This artifact indicates my performance of the standard because throughout the unit I used a variety of formal and informal with this assessment being a final and formal form of assessment that differed from what the students had encountered previously.
I chose this artifact for this standard because I shows one type of formal assessment that I completed during my student teaching that was different than most. Doing this allowed me to assess the students in a way that I had not done before while also seeing their writing skills and providing them with additional opportunities to practice.
This artifact meets this standard because I implemented this type of formal assessment after completing informal assessments throughout the unit. Additionally, this summative assessment addressed what the students learned as a whole while the formative assessments we completed throughout the unit provided me with feedback on our progress and skills to be addressed.
This artifact is an appropriate representation of this standard because it assessed students’ knowledge of the whole unit. Throughout the unit we conducted quizzes and homework to assess student knowledge while also developing their skills as writers through discussion and small activities. In this exam they showcased the accumulation of outside connections by completed a timed written response.
This artifact represents my personal growth and development as a teacher because I developed this lesson in response to a need to create a more meaningful test. I wanted a type of assessment that would engage students while also assessing their overall understanding, so I created this assessment because it requires them to utilize deeper levels of thinking beyond just completing multiple-choice questions.
This artifact indicates my performance of the standard because throughout the unit I used a variety of formal and informal with this assessment being a final and formal form of assessment that differed from what the students had encountered previously.