The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student 6 growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Rationale: This was an assessment I made as if I was teaching 6th grade health where students had to create their own plate of food representing all the categories used on the my plate template. A mentor text is something that students can use as an example for their assignment. This was a google slide that I took the students through and then they had to create their plate for a summative assessment. The rubric is also linked for them on the google slides.
Standard Connection: In the google slides I have a section for students who are exceeding and students who may not be meeting expectations. This artifact connects to the standard 7G) "understands how to make data-driven decisions using assessment results to adjust practices to meet the needs of each student;" I demonstrated how I changed specific data to meets needs for all of my students. I also think those who are exceeding need to be challenged just because they can do it easily that does not mean we should give just ignore those students.
Self Evaluation: I remember completing this project and at first I really had no idea what a mentor was. Although after finishing I feel well rounded and love the idea of mentor text. I was always that student that enjoyed using a mentor text and felt it was helpful to my learning which I hope can be the same for my students.
Rationale: This is an assessment I created for the team building class I taught at Neuqua Valley High School. Throughout the semester of this class the students participated in a variety of team building games plus rock climbing. This was an end of the semester project worth a summative grade where the students worked in groups and created their own team building game. The students made a mini lesson and used the rubric to outline their game and had 10 minutes to present this activity and have the class participate.
Standard Connection: This assessment can relate to the standard 7A) understands the purposes, characteristics, and limitations of different types of assessments, including standardized assessments, universal screening, curriculum-based assessment, and progress monitoring tools; I chose this standard because it shows how I know their is a verity of assessment before this the students took a rock climbing exam and now they are working in groups and completing a project. I understand that assessment can be done in a variety of different ways. This assessment turned out really well and the students demonstrated a great understanding of what team building is using the games they came up with.
Self Evaluation: Overall this was my first time teaching a team building class and it was a great experience that I learned a lot from. This class made my creative side come out and I came up with so many fun different games I have never played before. I also really enjoyed seeing how creative the students can be with the games they came up with and they got to see what it was like to be in the teachers shoes.