Assessment
The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.
Knowledge Indicators - The competent teacher:
8A. understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Learning Standards, and what kinds of experiences will support their further growth and development.
8B. understands the purposes, characteristics, and limitations of different kinds of assessments.
8C. understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring.
8D. understands how to use the results of assessment to reflect on and modify teaching.
8E. understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction.
8F. knows legal provisions, regulations, and guidelines regarding assessment (and inclusion in statewide assessments) of individuals with disabilities.
8G. knows methods for monitoring progress of individuals with disabilities.
8H. knows strategies that consider the influence of diversity and disability on assessment, eligibility, programming, and placement of students with disabilities.
Performance Indicators - The competent teacher:
8I. uses assessment results to diagnose students’ learning needs, align and modify instruction, and design teaching strategies.
8J. appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole.
8K. involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning.
8L. maintains useful and accurate records of students’ work and performance and communicates students’ progress knowledgeably and responsibly to students’, parents and colleagues.
8M. uses appropriate technologies to monitor and assess students’ progress.
8N. collaborates with families and other professionals involved in the assessment of individuals with disabilities.
8O. uses various types of assessment procedures appropriately, including the adaptation of procedures for individual students in specific contexts.
8P. uses technology appropriately in conducting assessments and interpreting results.
8Q. uses assessment strategies and devices which are nondiscriminatory and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students.
8A. understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Learning Standards, and what kinds of experiences will support their further growth and development.
8B. understands the purposes, characteristics, and limitations of different kinds of assessments.
8C. understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring.
8D. understands how to use the results of assessment to reflect on and modify teaching.
8E. understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction.
8F. knows legal provisions, regulations, and guidelines regarding assessment (and inclusion in statewide assessments) of individuals with disabilities.
8G. knows methods for monitoring progress of individuals with disabilities.
8H. knows strategies that consider the influence of diversity and disability on assessment, eligibility, programming, and placement of students with disabilities.
Performance Indicators - The competent teacher:
8I. uses assessment results to diagnose students’ learning needs, align and modify instruction, and design teaching strategies.
8J. appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole.
8K. involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning.
8L. maintains useful and accurate records of students’ work and performance and communicates students’ progress knowledgeably and responsibly to students’, parents and colleagues.
8M. uses appropriate technologies to monitor and assess students’ progress.
8N. collaborates with families and other professionals involved in the assessment of individuals with disabilities.
8O. uses various types of assessment procedures appropriately, including the adaptation of procedures for individual students in specific contexts.
8P. uses technology appropriately in conducting assessments and interpreting results.
8Q. uses assessment strategies and devices which are nondiscriminatory and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students.
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Reflection
Artifact: Science Rubrics
PTS 8 Assessment: The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
A teacher understands that not all students learn the same and thusly not all students test the same. A good teacher understands that there is more than one way to test a student and using formal and informal testing at different intervals during a unit or lesson can help to gauge how a specific student may need to be handled. Giving many different options for formal testing can give a teacher a better idea of how well a student has learned the information than just by a pencil and paper test. Testing is not meant to be an end-all thing or a “final word” on a topic or unit, rather testing should help to develop a student’s understanding and allow them to apply their knowledge on the subject matter to prove that they understand the material.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
The artifact that chose for this standard is 3 rubrics that I created as part of the final project formal assessment while in my early field placement during student teaching. Knowledge indicator 8A in this standard says that the competent teacher “understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Learning Standards, and what kinds of experiences will support their further growth and development.” I believe that I prove I understand this with the three rubrics that I created in order to assess my student’s knowledge about the weather material. By having 3 different kinds of assessments I have shown that I understand the differences in the kinds of learners that I have, and that I understand what kinds of assessments are going to be better suited for my different students. I have also shown that I know allowing students a choice in how they want to display their knowledge will better support their development and growth. I believe that by creating the 3 different rubrics for each different type of assessment also shows that I understand knowledge indicators 8E, where the competent teacher “understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction.”
More than just through the knowledge indicators though, I believe that I have shown that I understand how to support my students through assessment just by the fact that I chose to create 3 types of assessments for the students to use to show me their knowledge of the material. I have a lot of very artistic and creative students in the class, so I created the rubric for the mobile so that those students would have a personalized way to show me their knowledge. I have a lot of students who are very good writers, so I created the rubric for the book to give them an opportunity to try a different kind of writing, and also let some of their creativity shine through as well. For my very drama oriented, extroverted students I created the performance rubric to allow them to be up in front of the class and leading. I also think that the rubrics themselves are well planned out and thoughtful as to what I wanted my students to get out of whichever project they chose to do, which I believe helped to further support their learning.
If the artifact has been used in your practice, reflect on how your teaching will change in the future to further meet the standard.
To further meet this standard in the future I think I would make small changes to the rubrics themselves just by way of allowing for a better scoring system. I realized after I started to grade the projects and watch the performances that my students took a lot of liberties in some areas of the rubrics which I left “non-specific” and I believe next time I will further condense to make the rubrics more helpful to the students. In just reflecting on how the creation of these rubrics will change will affect my teaching in the future I think it will make me more aware of how I need to structure formal assessments like these. Not only do I need to have the rubrics, but I think that next time I will also prepare less structured but more specific guidelines for each project. Small but necessary changes I think could be made to each rubric, and making the other guidelines I think will help keep the students more focused.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
I feel that I’m more prepared to teach and learn in a diverse society after having created these rubrics because it helped me to acquire knowledge about how to take the knowledge I have about my students and translate that knowledge into an effective assessment for every kind of diverse learner. I was lucky enough to have had a classroom where the project ideas were simple enough to come up with that I believed would display their unique abilities and their knowledge of the material. There is a possibility in the future that I will be given an even more diverse class, with a broader range of learner types but I feel that I’m prepared to implement my experiences in the classroom to wherever I will be teaching in the future and to whatever kind of class of students.
Artifact: Science Rubrics
PTS 8 Assessment: The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
A teacher understands that not all students learn the same and thusly not all students test the same. A good teacher understands that there is more than one way to test a student and using formal and informal testing at different intervals during a unit or lesson can help to gauge how a specific student may need to be handled. Giving many different options for formal testing can give a teacher a better idea of how well a student has learned the information than just by a pencil and paper test. Testing is not meant to be an end-all thing or a “final word” on a topic or unit, rather testing should help to develop a student’s understanding and allow them to apply their knowledge on the subject matter to prove that they understand the material.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
The artifact that chose for this standard is 3 rubrics that I created as part of the final project formal assessment while in my early field placement during student teaching. Knowledge indicator 8A in this standard says that the competent teacher “understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Learning Standards, and what kinds of experiences will support their further growth and development.” I believe that I prove I understand this with the three rubrics that I created in order to assess my student’s knowledge about the weather material. By having 3 different kinds of assessments I have shown that I understand the differences in the kinds of learners that I have, and that I understand what kinds of assessments are going to be better suited for my different students. I have also shown that I know allowing students a choice in how they want to display their knowledge will better support their development and growth. I believe that by creating the 3 different rubrics for each different type of assessment also shows that I understand knowledge indicators 8E, where the competent teacher “understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction.”
More than just through the knowledge indicators though, I believe that I have shown that I understand how to support my students through assessment just by the fact that I chose to create 3 types of assessments for the students to use to show me their knowledge of the material. I have a lot of very artistic and creative students in the class, so I created the rubric for the mobile so that those students would have a personalized way to show me their knowledge. I have a lot of students who are very good writers, so I created the rubric for the book to give them an opportunity to try a different kind of writing, and also let some of their creativity shine through as well. For my very drama oriented, extroverted students I created the performance rubric to allow them to be up in front of the class and leading. I also think that the rubrics themselves are well planned out and thoughtful as to what I wanted my students to get out of whichever project they chose to do, which I believe helped to further support their learning.
If the artifact has been used in your practice, reflect on how your teaching will change in the future to further meet the standard.
To further meet this standard in the future I think I would make small changes to the rubrics themselves just by way of allowing for a better scoring system. I realized after I started to grade the projects and watch the performances that my students took a lot of liberties in some areas of the rubrics which I left “non-specific” and I believe next time I will further condense to make the rubrics more helpful to the students. In just reflecting on how the creation of these rubrics will change will affect my teaching in the future I think it will make me more aware of how I need to structure formal assessments like these. Not only do I need to have the rubrics, but I think that next time I will also prepare less structured but more specific guidelines for each project. Small but necessary changes I think could be made to each rubric, and making the other guidelines I think will help keep the students more focused.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
I feel that I’m more prepared to teach and learn in a diverse society after having created these rubrics because it helped me to acquire knowledge about how to take the knowledge I have about my students and translate that knowledge into an effective assessment for every kind of diverse learner. I was lucky enough to have had a classroom where the project ideas were simple enough to come up with that I believed would display their unique abilities and their knowledge of the material. There is a possibility in the future that I will be given an even more diverse class, with a broader range of learner types but I feel that I’m prepared to implement my experiences in the classroom to wherever I will be teaching in the future and to whatever kind of class of students.