8. Educators know how to test for student progress.
The educator understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Wisconsin Educator Standards for Teachers
InTASC MODEL STANDARDS
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
I have experience learning, planning, and implementing formative and summative assessments to gauge student progress, which addresses Standard #8. Examples below demonstrate my ability to not only create assessments, but also how to create a variety of assessments to allow students of different abilities to demonstrate their knowledge and skills.
Artifact 1: Honors 2017 Non-Violence Point Counterpoint Essay Rubric (Attached Below):
This is a rubric from the honors world history classes that I taught during my student teaching semester. This rubric is for a five paragraph essay the students were to write within one class period discussing different historical figures who use non-violence and why non-violent tactics are better than violence. Students were given documents three days ahead of time to read and to prepare for writing. The students were able to bring these documents with notes to class when they wrote their in-class essay. The rubric is what was used to grade the essays and comments were given within the Google Documents they submitted.
Artifact 2: Russian Revolution Debate Prep Sheet (Attached Below)
This artifact is a graphic organizer that was given to students for the end of the unit debate assessment for the Russian Revolution. This is a graphic organizer I put together to help students prep for the debate, which is focused on answering the question "Were the Russians justified in their revolution". Students are to take a side by selecting one of the two topic sentences at the top of the debate prep sheet. Then the students went through their class resources to find evidence. The graphic organizer is specifically set up to help students frame their arguments and to help them construct a paragraph they will write after the debate.
Artifact 3: World War I Performance Assessment (Attached Below)
This artifact is from my fall social studies methods course where we were assigned the task of creating a performance assessment for a unit. I chose to create a performance assessment where students create a WWI exhibit showing multiple viewpoints from that world event. Looking back on this assessment after student teaching, I would still use this idea but modify it to fit the classes and the student that I was teaching.
Artifact 4: World War II Test (Attached Below)
This is another assessment I created during my social studies methods course. I created a test for a WWII unit which includes multiple forms of questions. After my experience student teaching and attending meetings about revising tests for world history units, I would definitely make changes to this assessment, but I believe I have a good foundation to work from.