Standard+8

= = =Standard 8=
 * Standard 1 *Standard 2 *Standard 3 *Standard 4 *Standard 5 *Standard 6 *Standard 7 *Standard 8 *Standard 9 *Standard 10

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
= = =Evidence=

Reading-Rewards

=Rationale=

In order to fully meet this standard I felt I needed to pull in two pieces of evidence. First of all, I pulled in a terrific formal assessment I put together for an alcohol Prezi that groups of my students were to create in order to teacher one another about the various components of alcohol consumption. We treated this as a jigsaw where each group was responsible for a different component. They varied form why people drink to the affect alcohol has on the brain/eyes/muscles/body. There were about 8 different categories to learn about and I left the assignment of those topics to each group. It was a first-come first-served basis and they were required to write me a brief persuasive letter as to why they felt their group should be allowed to research a specific topic. Some groups were a little disappointed at first, but grew to really love their topic. Through the use of this formal assessment tool I was able to see/hear while they presented their findings whether or not they met all the criteria they were expected to. These standards were specific to our needs for that particular chapter due to our district standards for health education. We are currently in the creation phase, where students again utilized a series of screen casts I created in the “how-to” section of the wiki to learn how to make a Prezi presentation. Students are so technologically intuitive that it is incredible watching how quickly they absorb that new knowledge along with their primary knowledge targets (alcohol-related findings) that they are researching so they can later present. Reading-rewards.com is an informal tool that I hope to begin utilizing in the near future (4th QTR). It is a great tool for students to track their reading, see what others are reading, check/make ratings, check/write reviews, and be a part of discussion groups. I plan on using this website to set up my book groups with discussion rooms where I’ll be posting skill-specific questions that must be responded to by each student. This is a terrific way for me to see what each student is feeling/reading/seeing within a particular book, and is also a nice way to get a little additional time typing. If someone is unable to fulfill the requirements within a given post I know I need to stress a particular skill with them a little more. To get this up and running I know I’ll need to practice my expectations a few times with my class by discussing, modeling, and having them practice in a partnership and on their own. Eventually this will become an individual task, which I will expect all students to take part in. These pieces of evidence are important to my development as a teacher because they showcase my ability to see and understand that every type of assessment, formal or informal, all have their own strengths and weaknesses. A truly great teacher is able to choose the appropriate assessment for what he/she is trying to assess based on the known strengths and weaknesses of each. If I was trying to get a precise picture of what one student knew about alcohol I certainly would not utilize a group project where the rubric would be shared. I would come up with an individual assessment that would showcase the results I’m trying to see for a particular skill or set of skills. Through the creation of my alcohol Prezi rubric and reading-rewards.com accounts I’ve learned that every strong teacher must have a toolbox full of quality assessments and they also must know when it is appropriate to use each type. I’ve also learned that many types of assessment are always ongoing and essential to my instruction. If my students do poorly on an assessment it is not because they are bad students, but because I am not reaching them in a meaningful or memorable way. As a teacher I need to adjust my instruction to meet student needs, and assess to make sure this is occurring.

=KSDs=
 * 8.K.2 The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes. **

These two types of assessments showcase that I understand that every assessment has its purpose, and each instrument must be used to measure a specific learning target. A blog or discussion and a rubric are two tools that can be utilized to track learner outcomes and perform diagnostic checks. If a student is struggling to post a text-to-self connection based upon the book they’re currently reading I know there is a breakdown in their thinking. Either they haven’t read the pages they are supposed to, they don’t understand what a text-to-self connection is, or haven’t quite figured out how to make one on their own. A group rubric also gives me a lot of data, but of a different type. It informs me whether the group is working together or not, whether team members are working hard, and whether they are able to understand and apply what they’ve learned in a meaningful and well-written way.

**8.S.3 The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and** **needs, and to help them to set personal goals for learning.**

When my students complete a group project for me I always include a section within the rubric that is a peer evaluation portion. This section allows students to grade one another as well as themselves. The criteria are always pertinent to not only the topic, but it relays the importance of teamwork and commitment back to the team and each individual. If someone gives themselves a high score in these areas but all of their teammates rank them very low then there is a definite need for self-reflection. This is a crucial skill to learn before entering the workplace.


 * 8.D.2 The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities. **

Through the utilization of formal and informal assessments like the evidence presented above I am able to get my students information back about what they know and what they still need to learn. As a student in 5th grade I can remember not understanding how I got some of the scores I did. I think it is crucial to explain what gaps are still present in their learning and provide opportunities to fill those gaps before moving on to a new topic of study. Likewise, students love seeing what they do well as well! Rubrics and discussion groups allow students to see their strengths and areas of weakness so they can strive to make improvements, which is the number one goal of school.