1f: Designing Student Assessments

Good teaching requires both assessment of learning and assessment for learning. Assessments of learning ensure that teachers know that students have learned the intended outcomes. These assessments must be designed in such a manner that they provide evidence of the full range of learning outcomes; that is, the methods needed to assess reasoning skills are different from those for factual knowledge. Furthermore, such assessments may need to be adapted to the particular needs of individual students; an ESL student, for example, may need an alternative method of assessment to allow demonstration of understanding. Assessment for learning enables a teacher to incorporate assessments directly into the instructional process and to modify or adapt instruction as needed to ensure student understanding. Such assessments, although used during instruction, must be designed as part of the planning process. These formative assessment strategies are ongoing and may be used by both teachers and students to monitor progress toward understanding the learning outcomes. 

Danielson, C., 2013

Artifact 1f-1. 

As a student teacher, I can showcase my proficiency in Domain 1f of the Danielson Framework by using Canva to create engaging, visually appealing instructional materials like handouts, presentations, and graphic organizers tailored to different learning styles and needs, aligning with Domain 1f by using a case study that involved placing students in targeted groups to help them meet specific goals. In my portfolio, I will explain how these Canva-created resources enhance student understanding, meet targeted learning objectives, and demonstrate my skills in designing student learning experiences around their specific needs through flexible grouping.