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5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments.
Applying: Decides on the purpose for assessment and skills to be assessed to select appropriately matches pre-formative and summative assessments. Selects assessments based on clear understanding of the purposes and characteristics of assessments to support student learning. 9/26/2017 Evidence: I have a system for my objective, multiple choice tests in that students are not tested on any material they have not learned or seen yet. Each question is taken directly from their notes. I do not include questions that are in the textbook, but not in the notes. I also create a variety of tests for different purposes such as objective content and processes or skills. My skills based assessments are much more flexible and are generally artistic, performance, or analysis based. I've attached links to my summative assessments for my Feudal Europe Unit, in addition to the study guide to help them prepare for the tests, and the corresponding project instructions that relate to the test. Medieval Europe Test |
Students completed a magazine exposing medieval European cities. This project was completed after a CLOSE reading exercise (attached below), but before the end of unit test. The test questions and the projects are linked. By the time the students take their unit test, I know precise student needs and struggles.
Above is a the study guide students receive two days before the Unit 6 Feudal Europe test. Each question on the study guide is modeled after a test question. I also give "hints" to the students by telling them where in their interactive notebooks they can find the necessary information. This solidifies that what they learn in class is directly related to the test.
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5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction.
Applying: Collects a variety of formal and informal assessment data on student learning. Uses analysis of a variety of data to inform planning and differentiation of instruction. 9/26/2017 Evidence: Students complete formative assessments regularly in class, which are in a variety of formats. The grading system at my school dedicates 10% of grades to classwork, so formatives are anything students earn a grade on. I have to be strategic as to not inflate the grades, making smaller assignments meaningless. For this reason, class notes that I deliver in lecture are classwork, while all other assignments are technically a formative assessment. Formatives include anything from station notes or scavenger hunts to informal quizzes. At the 5 week mark in each quarter we give out a Performance Task (as linked above in the Medieval Europe Magazine), which is a project based around the content and skill we are working on in class. I also create unit tests that are multiple choice objective assessments of content and processes. As linked above, I use a variety of assessment tools to ensure that all students have a chance to perform based on their personal learning style. This ranges from multiple-choice tests, artistic projects, and CLOSE reading primary source analysis. These assessments are formative and summative. In order to monitor the progress of students I use a variety of checks. |
The activity above is a Kagan Cooperative Learning Structure called the Fan and Pick. I don't often have a traditionally set classroom, in which students are taking notes from a board. When this does occur, I reinforce what students learned with a Fan and Pick. The questions on each card are directly taken from the "lecture" notes. As a warm up the following day, students play Fan and Pick with a partner to refresh what they learned. I can easily walk through the room and assess where students are strong and where I need to clarify information.
The image above is an example of what student notes look like in my classroom. During the week, I come around and check notebooks to ensure that students are taking notes, completing independent work, and keeping their notebooks organized.
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5.3 Reviewing data, both individually and with colleagues, to monitor student learning.
Integrating: Reviews and monitors a broad range of data individually and with colleagues to analyze student thinking and identify underlying causes for trends. 9/26/2017
Evidence: We submit weekly data to the administration at the end of each week, based on a formative assessment. We also fill out a reflection form in which we track trends and target 3 focus students to reflect the needs of the average student in our class. This reflection also allows for plans to reteach material and a place to brainstorm new ways in which I can reteach. We work on this data together during our PLC sessions.
Below is an example of a data report submitted to the principal.
Integrating: Reviews and monitors a broad range of data individually and with colleagues to analyze student thinking and identify underlying causes for trends. 9/26/2017
Evidence: We submit weekly data to the administration at the end of each week, based on a formative assessment. We also fill out a reflection form in which we track trends and target 3 focus students to reflect the needs of the average student in our class. This reflection also allows for plans to reteach material and a place to brainstorm new ways in which I can reteach. We work on this data together during our PLC sessions.
Below is an example of a data report submitted to the principal.
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5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction.
Applying: Uses a variety of assessment data to set student learning goals for content and academic language. Plans differentiated lessons and modifications to instruction to meet students’ diverse learning needs. 9/26/2017 Evidence: The data I submit weekly to the administration is not only quizzes, but at times is a scavenger hunt, or skills-based art project, reflecting the variety of skills my students have mastered or are working to master. I share some of this data with the students, but generally use it to set new goals in the class, such as content, vocabulary, evidence use, and work habits. Though I like most of my classes to stay around the same , I do reorganize time for each class’s specific needs. For example, one period might need more time to understand content, while another might need extra help with image analysis or critical thinking. I also use scaffolding techniques to modify activities based on student learning needs, especially the needs of English Learners and SPED students. |
Above is an example of the CLOSE reading exercises students completed. This is a very rigorous activity even for students reading at grade level. For this reason, I created intentional scaffolds to modify the activity and increase student learning.
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5.5 Involving all students in self-assessment, goal setting, and monitoring progress.
Applying: Models and scaffolds student self-assessment and goal setting processes for learning content and academic language development. Guides students to monitor and reflect on progress on a regular basis. 9/26/2017 Evidence: Goal setting is a significant portion of my last class of the day. I meet with students individually to track where they need help and identify the problem. We do this as a team, the student and I, so they can see what is happening and start to fix it. I also set goals during mini-councils at the beginning of each month during my history classes. We informally pass a ball around and set 1 measurable goal that they can achieve by the end of the month. Measurable, meaning they have to be specific enough to track. I do this process around bigger assessments or at the quarter mark to help students set study goals or habits they are going to work on. As shown above, students have clear note-taking routines in class. Students also receive clear step-by step directions and a formal rubric to help them understand what is expected. I also include direct feedback on all assignments one passed back so students can make corrections to their work, based on what they missed in the instructions. |
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5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
Exploring: Explores use of additional technologies to implement individual assessments, record results, and communicate with administration, colleagues, and families about student learning. 9/26/2017
Evidence: Though each student has their own personal Chromebook, I am still exploring ways to integrate technology more fully in my classroom. Right now, students have a physical interactive notebook which they add to daily depending on the activity in class. Everything is glued into the notebook. Our text is online and I integrate technologies such as Nearpod, Google Maps, Google Classroom, and Google docs. Though I use technology frequently, I feel like I can improve in this area, especially by creating an online, interactive notebook. I do not, however, feel that paper and pencils should be eliminated from the classroom as many students still need the kinesthetic act of holding a pencil or notebook.
I also collaborate with teachers and administration about students that need additional intervention. As mentioned, I submit data to administration by way of Google docs each week. As a 7th grade team we have a collaborative Google document that we fill out each week, selecting students for our Intervention "Eagle" Hour on Tuesdays and Wednesdays. This document is not attached as it included private student information.
Exploring: Explores use of additional technologies to implement individual assessments, record results, and communicate with administration, colleagues, and families about student learning. 9/26/2017
Evidence: Though each student has their own personal Chromebook, I am still exploring ways to integrate technology more fully in my classroom. Right now, students have a physical interactive notebook which they add to daily depending on the activity in class. Everything is glued into the notebook. Our text is online and I integrate technologies such as Nearpod, Google Maps, Google Classroom, and Google docs. Though I use technology frequently, I feel like I can improve in this area, especially by creating an online, interactive notebook. I do not, however, feel that paper and pencils should be eliminated from the classroom as many students still need the kinesthetic act of holding a pencil or notebook.
I also collaborate with teachers and administration about students that need additional intervention. As mentioned, I submit data to administration by way of Google docs each week. As a 7th grade team we have a collaborative Google document that we fill out each week, selecting students for our Intervention "Eagle" Hour on Tuesdays and Wednesdays. This document is not attached as it included private student information.
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5.7 Using assessment information to share timely and comprehensible feedback with students and their families
Exploring: Provides students with additional feedback based on formative assessments from single lessons or sequence of lessons. Seeks to provide feedback in ways that students understand. Communicates with families about student progress, strengths, and needs at reporting periods. Contacts families as needs arise regarding struggling students or behavior issues. 9/26/2017 Evidence: Students see their work scores in the school system, Powerschool, generally by the end of the day they turn it in. I have a system in which I check their work during independent work time and enter it into the computer during my prep. This system allows me to individually check in with each student, in addition to giving them feedback right away and later that day in the form on the assignment’s impact on their grade. I frequently message student using Hapara during class or record behavior problems into the school server and communicate on Google Classroom, but our PowerSchool system does not allow for east email communication between teacher and student or teacher and parent. If we need to contact a student home, we have to call and generally use a translator so it is rare that I have personal communication with parents. We schedule parent-teacher meetings when needed, but must have a translator present, which allows for personal interaction. Attached is the School Newsletter the Vista Vision that is sent out to parents weekly to communicate school activities. |
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Technology emphasis
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction.
Rating: Emerging
Evidence: My class is centered around student learning and the concept that all students learn differently. I work to ensure that all students feel successful at in my class. For this reason all of my assessments require a different set of skills: reading, writing, movement, speaking, or drawing. Incorporating technology into these activities has been challenging for me as I am still discovering the resources available to teachers. Below are some technology-based assessments that I have collected data on to understand my student needs. According to the data in my China unit alone, the majority of my students are showing results in reading, but are still struggling to create responses based on information either read or seen. For this reason, I am going to have my students focus on constructing responses in my Japan unit.
ISTE Standard: Facilitate and inspire student learning and creativity
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
This year I revised my Medieval China Artifact search to include more student choice and an authentic audience. Students were to choose an artifact in display at the MET. They used the online archives to do research on the artifact and analyze its significance. They were to choose one of our 2 Global essential questions to reflect upon, using their artifact as evidence. The final step to the project was to construct an argument for the MET, asking them to send their artifact to our local museum. Students needed to provide evidence as to why their artifact was significant, in addition to creating a comprehensive argument to an authentic audience.
Rating: Emerging
Evidence: My class is centered around student learning and the concept that all students learn differently. I work to ensure that all students feel successful at in my class. For this reason all of my assessments require a different set of skills: reading, writing, movement, speaking, or drawing. Incorporating technology into these activities has been challenging for me as I am still discovering the resources available to teachers. Below are some technology-based assessments that I have collected data on to understand my student needs. According to the data in my China unit alone, the majority of my students are showing results in reading, but are still struggling to create responses based on information either read or seen. For this reason, I am going to have my students focus on constructing responses in my Japan unit.
ISTE Standard: Facilitate and inspire student learning and creativity
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
This year I revised my Medieval China Artifact search to include more student choice and an authentic audience. Students were to choose an artifact in display at the MET. They used the online archives to do research on the artifact and analyze its significance. They were to choose one of our 2 Global essential questions to reflect upon, using their artifact as evidence. The final step to the project was to construct an argument for the MET, asking them to send their artifact to our local museum. Students needed to provide evidence as to why their artifact was significant, in addition to creating a comprehensive argument to an authentic audience.
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5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
Rating: Exploring
Evidence: I have been using Google Classroom for the last 3 years to give students timely feedback on assessments, in addition to coaching them through projects, such as the Artifact Analysis Project above. Students were required to investigate an artifact from the MET's China exhibit. Students working outside of class time were able to share their work with me and I was able to offer comment and corrections to their work on the live document. When the project was due, I was also able to give timely feedback so that students could reflect and make adjustments to their work.
ISTE Standard: 4. Promote and model digital citizenship and responsibility
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
While giving students feedback on all assessments using Google Classroom, I am teaching them how to work collaboratively, how to critique work appropriately, and use the basic tools necessary to work on a live document.
Rating: Exploring
Evidence: I have been using Google Classroom for the last 3 years to give students timely feedback on assessments, in addition to coaching them through projects, such as the Artifact Analysis Project above. Students were required to investigate an artifact from the MET's China exhibit. Students working outside of class time were able to share their work with me and I was able to offer comment and corrections to their work on the live document. When the project was due, I was also able to give timely feedback so that students could reflect and make adjustments to their work.
ISTE Standard: 4. Promote and model digital citizenship and responsibility
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
While giving students feedback on all assessments using Google Classroom, I am teaching them how to work collaboratively, how to critique work appropriately, and use the basic tools necessary to work on a live document.
NBPTS and TLMS Incorporation
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CSTP 5.7: 5.7 Using assessment information to share timely and comprehensible feedback with students and their families.
NBPTS 5.2: Teachers Work Collaboratively with Families. TLMS Domain 6b: Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances. Evidence: My school recently adopted the application Talking Points. Using this tool, I am able to communicate with parents via text message, rather than email or telephone. This has revolutionized communication. Many of our parents speak Spanish and do not use email frequently, which made communication difficult in the past. I have shown leadership in this area as I communicate with parents frequently, but also organize Parent Teacher Conference Week for the 7th grade team. 2 weeks prior I create a list and a spreadsheet for students I feel need a 7th grade team conference. I send this sheet to my team for them to evaluate and add to. One week prior to conferences, I personally message each parent on the sheet, organizing a time and date for their conference. I also take notes during the conference to ensure there is a record of what was discussed in the school system, Powerschool. This process demonstrates my knowledge of G.Suite. I especially use GMail and Google Classroom to communicate with my students regularly. I receive all emails from students, including messages on assignments and docs shared with students to my phone. Students and I are in constant communication regarding their work. Using Talking Points, I can loop in parents on matters, to ensure the success of all students. |
Last year I also showed leadership in the last year by becoming Google Level I Certified. I was the first on my grade level team to attempt and pass the exam. I used my experience to help coach my teammates to take and pass the exam as well.
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