Assessment – 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.
Artifact Rational
Artifact description
In July 2019, for the purpose of this project I created a 10-question test using Google forms. The test covered chapter 12 Motivation in Learning and Teaching from Anita Woolfolk’s book, Educational Psychology. The test included eight multiple choice questions and two essay questions based on Bloom’s Taxonomy. I used Bloom’s level of learning of applying and above. Each multiple-choice question was worth one point each and the essay questions worth three points apiece. Students will be able to receive partial credit for partial answer. The whole test is worth fourteen points. I constructed the test and sent out to ten individuals to take the test. Of those ten I received seven responses. I took the date from those seven test takers and created a test analysis report. In this report I interpreted and explained the test results.
Connection to Standard
I connected to The Illinois Professional Teaching Standard Knowledge Indicator 7B which states, " The competent teacher understands that assessment is a means of evaluating how students learn and what they know and are able to do in order to meet the Illinois Learning Standards." The purpose of these assessment is to evaluate the understanding of how students learned the content and see what they know and are able to do. Using this assessment to check for understanding will show me if I need to where to make adjustments to maximize student learning and meeting their needs in instruction. I meet this knowledge indicator because I understand that assessment is a means of evaluating how students learn. The project meets Standard knowledge 7J. Indicator 7J uses assessment results to determine student performance levels, identify learning targets, select appropriate research based instructional strategies and implement instruction to enhance learning outcomes. The use of Bloom’s application level or higher an understanding of the material can be assessed. When I wrote my analysis, I interpreted the test results with a focus on whole class and individual results. I also focused on the highest and lowest scoring student. I focused on how well my highest scoring student understood the material and the challenges the student may face. I was able to explain which objectives were met while focusing on the two particular students.
What I learned
I did learn the different levels of Bloom’s taxonomy while writing the test. I also learned that tests need to be written with thought. That is where Bloom’s will be useful. I also learned myself will need to improve and strengthen my questions for assessment.