Standard 3 - Student Assessment
This element addresses the types and quality of assessments used in the program of study, including the types of knowledge and skills that should be assessed, and assessments that lead to recognized postsecondary credentials.
The formative assessment that is attached is the parasite lessons I taught in Animal Care & Welfare. There is formative assessment that is happening every class period, yet I pulled these materials because they represent a broad spectrum of activities I have done in the classroom. There is a guided note, but for this lesson, we actually did a scavenger hunt for the notes. All of the information was printed and posted around the classroom. Students then had to gather the information. Also, there is a life cycle on the back where students had to pick a parasite to learn about. I attached a completed copy to show students' formative assessment work. The next day in class, students worked in small groups to complete this parasite matching game. All of the parasites needed to be matched were options that students picked, which life cycle to create. Lastly, this parasite choice board was a great way to capture the interest of a very diverse classroom. There is a large variety of opportunities to pick from, which is tailored to my population of students. Overall, formative assessment is the majority of what happens within my classroom, and a great way to gauge daily student understanding.
Childrens Bookcase Blueprints.pdfRubric for Bookshelf Team Project (1).pdfThis third standard has to do with student assessment and my ability as a teacher to fit the needs of the students. The artifacts attached are a summative assignment and a rubric that describes a project of building a children's bookcase. This project is a great way for students to use all of the prior knowledge they have gained from the class to put together a bookcase. Each student prior to building, had to gather the dimensions of the bookcase they were building by reading a cut list. Then, they had to map out their cuts to make sure they were using their lumber responsibly. This project was in partners, which was very important for team lifting, using the panel saw, and splitting the work. The information students needed to be successful was pulled from prior lessons like lumbar selection, staining, and safely operating machinery. This project is appropriate for the student’s current level of knowledge and skill attainment. The bookcase allows for performance-based assessment where students must demonstrate the application of their knowledge and skills through the accumulation of past knowledge and skills learned through classroom activities.
