Standard #6: Assessment
Artifact #1: Logarithm Books
Essential Knowledge 6(p): Understands how to prepare learners for assessment and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
Description: The project was the summative assessment to their Logarithms unit. Students were creating a reference book about what we had covered over the course of the unit. This gave them opportunity to look back at the material and interact with it in a way that they chose. They were studying and reviewing for the test as well as demonstrating their knowledge. There was writing involved, so I made sure to give students opportunity to work in it in class as well so they could discuss any concerns they had, and I gave the rubric and description of what we were doing in class and with the project to the ELL teacher for additional outside of class support for students who needed it.
Rationale: Because of how the rubric was structured, it gave students who struggled with their English writing the ability to minimize the amount of writing they did. It also offered them time in and out of class to discuss how something could be written, as well as use their translators, books, and any other resources that they felt helped them. I also had given the rubric to the project to the ELL teacher and discussed with him what we were doing in class and what the expectations of the project were. This gave the students that were more comfortable talking with him about their language barriers the ability to talk to someone else who knew what was going on in class.
Essential Knowledge 6(p): Understands how to prepare learners for assessment and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
Description: The project was the summative assessment to their Logarithms unit. Students were creating a reference book about what we had covered over the course of the unit. This gave them opportunity to look back at the material and interact with it in a way that they chose. They were studying and reviewing for the test as well as demonstrating their knowledge. There was writing involved, so I made sure to give students opportunity to work in it in class as well so they could discuss any concerns they had, and I gave the rubric and description of what we were doing in class and with the project to the ELL teacher for additional outside of class support for students who needed it.
Rationale: Because of how the rubric was structured, it gave students who struggled with their English writing the ability to minimize the amount of writing they did. It also offered them time in and out of class to discuss how something could be written, as well as use their translators, books, and any other resources that they felt helped them. I also had given the rubric to the project to the ELL teacher and discussed with him what we were doing in class and what the expectations of the project were. This gave the students that were more comfortable talking with him about their language barriers the ability to talk to someone else who knew what was going on in class.
Artifact #2: Emailing Blueprints
Essential Knowledge 6(s): Is committed to providing timely and effective descriptive feedback to learners on their progress
Description: About halfway through the model projects, I had every student turn in what they had for blueprints. On their blueprints they were supposed to also have the calculations of their scale model. I did this to check in and make sure students were understanding the task completely, meeting all of the requirements on the rubric, and solving the mathematics appropriately. I collected all of their blueprints and then scanned them. I did this so they would have a digital copy of both my feedback for them and the blueprints they had drawn since they'd be incorporating pictures of their blueprints in the next stage of their project. I had all of this feedback to them in the next class period so that their work could continue, without their blueprints they would not be able to move on to the construction or flyer portion of their projects.
Rationale: I believe this demonstrated my commitment to getting essential feedback to my students as effectively as possible. By giving them their feedback digitally, we would always have a copy of it for them to reference. There was no losing their rubric with comments on it. It also set them up for success in the next stage of the project. Students who needed to make modifications to their blueprint were able to do so before they had begun the construction of their model. Students who needed to make corrections to their mathematics were able to do so before making their flyer that described the mathematics.
Essential Knowledge 6(s): Is committed to providing timely and effective descriptive feedback to learners on their progress
Description: About halfway through the model projects, I had every student turn in what they had for blueprints. On their blueprints they were supposed to also have the calculations of their scale model. I did this to check in and make sure students were understanding the task completely, meeting all of the requirements on the rubric, and solving the mathematics appropriately. I collected all of their blueprints and then scanned them. I did this so they would have a digital copy of both my feedback for them and the blueprints they had drawn since they'd be incorporating pictures of their blueprints in the next stage of their project. I had all of this feedback to them in the next class period so that their work could continue, without their blueprints they would not be able to move on to the construction or flyer portion of their projects.
Rationale: I believe this demonstrated my commitment to getting essential feedback to my students as effectively as possible. By giving them their feedback digitally, we would always have a copy of it for them to reference. There was no losing their rubric with comments on it. It also set them up for success in the next stage of the project. Students who needed to make modifications to their blueprint were able to do so before they had begun the construction of their model. Students who needed to make corrections to their mathematics were able to do so before making their flyer that described the mathematics.