Standard Eight Artifact Reflection
Title: Report Card Assessments
Date: March 2014
Description:
My artifact for standard eight is a copy of the recording sheet for report card assessments and some sample assessments. These assessments were completed at the end of my time at DES during the third quarter.
Alignment:
Wisconsin Teacher Standard Alignment:
I aligned this artifact to standard eight: teachers know how to test for student progress because my artifact is a progress check. During my time at DES I taught
a variety of subjects and in order to grade students on their report cards I had to complete a formal assessment. These areas were tested informally almost daily, but I needed evidence to score report cards. Some of the sample tests include: naming the numbers 1-30, alphabet sounds, sound blending and high frequency words. Some of the assessments did come from the PALS testing, which is required for all kindergartners. These formal assessments give the parents, and other professionals who aren’t in the classroom on a daily basis, an understanding of how their child is performing on grade level tasks. Informal assessments were
completed almost daily to gage student understanding. While waiting in line for a special I would spell number words for students or ask them a Math problem and
these informal assessments would let me know which students understood what I have been teaching. I also completed informal assessments after almost every
lesson I taught. If we were discussing the sound /g/ students would have to give me a word that had the /g/ sound in it in order to get ready for recess.
UW-Platteville Knowledge, Skill and Disposition Statement Alignments:
I aligned this artifact with KSD1.f: assesses student learning. During my time at DES I would always let students know that what we were learning would be on their report card so they have to do their best. Another example is there were would be times when students would give a silly answer to one of my questions. I would always reply with, “That was a goofy answer, but you need to tell me the real answer, because if you give me silly answers I might think that you don’t the answer.” This let students know that you need to show me what you know so that I know how smart you really are. During the formal report card assessments I had many students that wanted to give up. I had to remind them that lots of people wanted to see all the knowledge they had inside their brains and this was the one way to do that.
Secondary Alignments:
KSD4.b Maintains accurate records
KSD3.d Provides feedback to students
Reflections:
What I learned about teaching/learning?
These artifacts have shown me the importance of assessment and shows that I am able to formally assess individual students for progress. Questioning is one way that I have used to informally assess students during my lessons. Through this informal assessment I am able to see which areas students are struggling and which students may need additional help. Assessments also give me the ability to change my lessons and objectives to help the students achieve their goals and succeed in my classroom.
What I learned about myself as a prospective teacher?
As a prospective teacher these assessments have allowed me to see all the time and effort that goes into assessing students, scoring them and completing report cards for each individual student. Teachers devote a large portion of their time to assessing students and during this time I need to have other educational activities planned for the students that aren’t being assessed to help further their development and knowledge.
Date: March 2014
Description:
My artifact for standard eight is a copy of the recording sheet for report card assessments and some sample assessments. These assessments were completed at the end of my time at DES during the third quarter.
Alignment:
Wisconsin Teacher Standard Alignment:
I aligned this artifact to standard eight: teachers know how to test for student progress because my artifact is a progress check. During my time at DES I taught
a variety of subjects and in order to grade students on their report cards I had to complete a formal assessment. These areas were tested informally almost daily, but I needed evidence to score report cards. Some of the sample tests include: naming the numbers 1-30, alphabet sounds, sound blending and high frequency words. Some of the assessments did come from the PALS testing, which is required for all kindergartners. These formal assessments give the parents, and other professionals who aren’t in the classroom on a daily basis, an understanding of how their child is performing on grade level tasks. Informal assessments were
completed almost daily to gage student understanding. While waiting in line for a special I would spell number words for students or ask them a Math problem and
these informal assessments would let me know which students understood what I have been teaching. I also completed informal assessments after almost every
lesson I taught. If we were discussing the sound /g/ students would have to give me a word that had the /g/ sound in it in order to get ready for recess.
UW-Platteville Knowledge, Skill and Disposition Statement Alignments:
I aligned this artifact with KSD1.f: assesses student learning. During my time at DES I would always let students know that what we were learning would be on their report card so they have to do their best. Another example is there were would be times when students would give a silly answer to one of my questions. I would always reply with, “That was a goofy answer, but you need to tell me the real answer, because if you give me silly answers I might think that you don’t the answer.” This let students know that you need to show me what you know so that I know how smart you really are. During the formal report card assessments I had many students that wanted to give up. I had to remind them that lots of people wanted to see all the knowledge they had inside their brains and this was the one way to do that.
Secondary Alignments:
KSD4.b Maintains accurate records
KSD3.d Provides feedback to students
Reflections:
What I learned about teaching/learning?
These artifacts have shown me the importance of assessment and shows that I am able to formally assess individual students for progress. Questioning is one way that I have used to informally assess students during my lessons. Through this informal assessment I am able to see which areas students are struggling and which students may need additional help. Assessments also give me the ability to change my lessons and objectives to help the students achieve their goals and succeed in my classroom.
What I learned about myself as a prospective teacher?
As a prospective teacher these assessments have allowed me to see all the time and effort that goes into assessing students, scoring them and completing report cards for each individual student. Teachers devote a large portion of their time to assessing students and during this time I need to have other educational activities planned for the students that aren’t being assessed to help further their development and knowledge.