Standard 8

Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.

Artifacts:

PSA Lesson Plan

Essay assignment on different branches of government

Daily quiz

Rationale: 

Formal assessments work best when they not only assess learning, but also provide opportunities for further instruction; the preparation processes for these assessments encourage students to review and reflect on the class material. My lesson plan on public service announcements serves as evidence of my meeting Standard 8 by using a formal assessment strategy to evaluate and support the development of my students’ learning. This lesson is a formative assessment that compelled my students to demonstrate their understanding of Malala Yousafzai’s message promoting universal education through public service announcements. During this lesson, I teach the students the elements and purposes of public service announcements, while assigning placing them into groups of two or three to create their own PSA’s to fund raise for the Malala Fund from the other students at Bath Middle School. The students were required to include information on Malala’s life, ask the other Bath Middle School students to donate to the Malala Fund, and use persuasive writing and images to better convey their message. While I primarily designed this lesson to assess the students’ understanding of Malala’s story, it also helped to support their learning since it required my students to review our unit on universal education, further develop group-work skills, and learn how to effectively use technology to call for change.

I used my compare/contrast essay on the different branches of government during my pre-practicum training as another formal assessment to evaluate and support the development of my learners.  For this assignment, my students were expected to write a five paragraph essay summarizing the powers of the executive, judicial, and executive branches, as well as how the branches limit and support one another. Although my students had previously learned about our government, the assignment demanded them to evaluate not only the responsibilities and powers of each branch, but also examine the relationships between these branches. The students also worked on their refining essay-writing skills, their researching skills, and their ability to compare and contrast. While this assignment furthered the learning of my students, it also provided me an opportunity to gauge their level of understanding of my teaching.

Students crave constant, specific feedback on their learning; by reflecting on the previous day’s learning, my students could determine their own level of understanding, while also noting the important parts of the previous lesson. Towards the end of my student teaching, I incorporated daily “do-now quizzes” into my lessons to help me to evaluate my students’ learning on a consistent basis. For these five minute “do-now quizzes”, my students would silently answer four or five important questions pertaining to the previous day’s lesson. Immediately after each quiz, the students and I reviewed the correct answers to ensure that my students could immediately receive feedback on their learning progress. At the end of class, I collected the students’ quizzes to review at home. How well my students answered these questions helped them and I to determine what material the students were learning in the classroom and how thoroughly they learned this material. Moreover, these daily assessments of my students’ learning helped guide future learning experiences, since they immediately alerted me to the needs of my students.

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