Professional Documents
Culture Documents
Lisa Andresen
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard 8
EDUW 693 Instructional Design and Assessment
Sara Heisler, Instructor
November 4, 2014
Source 4 Topic: Chappuis, J. Seven Strategies of Assessment for Learning. Assessment for
learning: classroom practices that maximize student success, page 10
Answers/Insights + Significant Details
Where Am I Going?
Strategy 1: Provide students with a clear and understandable vision of
the learning target.
Strategy 2: Use examples and models of strong and weak work.
Where Am I Now?
Strategy 3: Offer regular descriptive feedback.
Strategy 4: Teach students to self-assess and set goals.
How Can I Close the Gap?
Strategy 5: Design lessons to focus on learning target or aspect of
quality at a time.
Strategy 6: Teach students focused revision.
Strategy 7: Engage students in self-reflection, and let them keep track
of and share their learning
Application Example:
Examples of strong and weak writing samples will be used as a side-by-side comparison to
reinforce desired skill set. Students show before and after learning spelling rules examples of
work.
Source 5 Topic: How to Create a Task Rubric for Learning Assessment and Evaluation
Source: Heisler (2013). Instruction from Write Teaching Resource and EDUW 693
Answers/Insights + Significant Details
Instructional Design, Delivery, and Assessment Countdown
6 aims for independent evidence at each learning step:
students experience competence, confidence, cooperation,
connections, consideration, cool!
5 aligned planning elements
start with objectives assessment; content, process, tasks
(clear success criteria in student language, vary friendly tools/methods)
4 considerations
national/state standards, district expectations and performance reporting
systems, student needs (to self-assess), teacher TEACHER capabilities
3: teacher-student connection
TEACHER actions: care, correct, confirm at each learning step
(favor descriptive feedback over evaluative grades/symbols, etc.)
2 student motivators
relevance (authentic tasks) and mutual hope trust (track progress!)
for 100% proficiency
Regularly-attending students achieve their developmental
capabilities for each lesson.
A universal purpose of education
Graduate proficient thinkers and effective communicators
whose actions are guided by integrity, empathy, and insight
Application Example:
Teacher will motivate students to find words that follow the spelling rules address by providing
reading topics that are student selected and encouraging students to find words within these
readings that follow the spelling rule addressed.
My inquiry question: How can students willingly and accurately self-assess through
formative assessments in a spelling lesson?
Most significant answer/insight from research: By providing writing and reading topics
that are student-selected, by setting clear success criteria, by making students aware of what will
be assessed what the expectations are, and through teacher monitoring and student selfmonitoring, teachers can motivate students toward success.
For my targeted lesson, I plan to try these new ideas from research and course learning:
1. Include a self-assessment tool on the assessment.
2. Reduce the number of questions on the assessment.
3. Use a visual method to show they understand
4. Provide real world examples
5. Green pen check
2. I get very frustrated with one of the students who just cant seem to retain any
information regarding the spelling rules. I understand she has a learning disability, yet she is so
inconsistent with her work. When asked to find words from her own book that follow the rule
she would ask about words with one vowel or pick out the same word in a different part of the
book and ask again about that word. Even with the rule on the board and multiple examples she
struggled to find a single word. I need to find ways to reach this student.
My Next Steps for Professional Improvement Regarding Instructional Assessment
1. I learned a great deal watching videos of myself teaching. This self-teaching technique
is one that I plan on continuing.
2. I need to revisit the words more often somehow. Even with several modifications in
the assessment tool, students are not reaching levels of proficiency in understanding the rules for
spelling. Although students understand and do well on the daily lessons, their retention of proper
spelling does not follow.
3. I need to find a way for students to become self-motivated to learn spelling rules. I get
frustrated when my students do not actively take a role in their learning. They do not study for
tests; they do not complete their homework, nor do they take the initiative to go to their other
teachers for help
3. The next step in my own learning process is to begin National Board Certification.
References
Angelo, T., & Cross, K. (1993). Classroom assessment technologies (2nd ed.). San Francisco:
Jossey-Bass Publishers. Cited by University of Oregon Teaching Effectiveness Program
at http://tep.uoregon.edu/resources/newteach/fifty_cats.pdf
Chappuis, J. (2009). Assessment for learning: classroom practices that maximize student
success. ETS Assessment Training Institute. Portland. Retrieved from
http://d43fweuh3sg51.cloudfront.net/media/media_files/sevenstrategies.pdf
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.
Davies, A. (n.d.) Summary of research on classroom assessment. Retrieved from
http://annedavies.com/assessment_for_learning_arc.html
Heisler, S. (2013). Write teaching. Retrieved with password and username write1 from
MY SMU to Blackboard site at http://www.smumn.edu
Can recall rule for spelling two vowels say one sound words 90% of the
time.
Evidence source: Prior assessments and teacher observations.
Area to improve: One-syllable that go beyond phonetic spellings, such as double vowel or
Evidence source: consonant.
Most improved
Students able to recall and successfully apply the two vowels go walking
area:
rule.
Approx. %
a =75%
to 75%
b =25%
to 50%
c =25
to 50%
na
50%
to 75%
75%
to
80%
Area to improve:
Evidence source:
Most improved
area:
Rating Questions to consider in rating current performance and defining areas to improve
U
Can students name expectations (what know/do) for each learning step?
For a task, can students explain the line between unacceptable (below proficiency
To
range) and essentially proficient? ...between fully proficient and mastery (above
U
proficiency range)?
Does the rating system result in points/percentages/rating phrases that match the
proficiency range for the task based on standards for the grade level (or temporarily
adjusted expectations to raise overall PK-12 performance to standards)
Monitoring U
Do all students participate willingly in formative assessment, knowing the
To
environment is safe for making inevitable learning mistakes?
B
Do students quickly and objectively provide evidence and ideas for improvement
when the teacher solicits information about what worked best and what did not to
achieve objectives?
Do students use subject terminology and assessment criteria to question ratings
and frame discussions/questions, rather than personal opinions/emotional thinking?
Would students agree that the teacher maintains useful records of student work
and performance and can communicate student progress understandably?
Feedback
U
Do class and/or groups and/or individuals receive immediate feedback at each
mini-step of learning that confirms learning or corrects learning?
To
Is the same confirm- or adjust-instruction-process happening on the teachers part
B
based on continual assessments of student learning and feedback? (In other words,
students know the goal is to get it, and if they are trying and dont get it, the
teacher accepts responsibility for finding a method that worksa learning TEAM.)
StudentU
Do students consider continual informal and formal formative assessments as not
initiated
To
only beneficial, but necessary for successful learning?
Assessment U
Before deadlines, do students ask for additional formative assessments if unsure
of performance or to ensure performance meets high expectations?
Do students take responsibility for their own formative assessments and try to
evaluate objectively, knowing it will help them become aware of their strengths
and needs, and encourage them to set personal goals for learning?
Evidence source: Current teacher assessment practices.
Willing self-assessment
Area to improve:
Students understand the importance of learning spelling rules and some get it.
Evidence source:
Two students asked for list of rules with examples so they can fast-track their
Most improved
spelling, creating personal goals for spelling outcomes.
area:
1. CIRCLE
2. SOUND
3. CORRECT
4. ASK
Selfassessment
tool added
PART 1:
~Spell each word.
~Draw lines separating words into morphographs.
~Choose one word from each group of 5 and use it correctly in a sentence.
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
______________________________________________________________________
6. _________________________________________________
7. _________________________________________________
8. _________________________________________________
9. _________________________________________________
10. _________________________________________________
______________________________________________________________________
11. _________________________________________________
12. _________________________________________________
13. _________________________________________________
14. _________________________________________________
15. _________________________________________________
______________________________________________________________________
16. _________________________________________________
17. _________________________________________________
18. _________________________________________________
19. _________________________________________________
20. _________________________________________________
______________________________________________________________________
Reduced # of words from 30 to 20
PART 2:
~Choose 2 morphographs that are suffixes or prefixes and explain their meaning. Do not use the root words.
1.
2.
3.
______________________________________________________________
________________________________________________________________
________________________________________________________________
EXTRA CREDIT:
4.
________________________________________________________________
Boat
pair
Circle
Compare
Compare
Correct
train
1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
5. _________________________________________________
6. _________________________________________________
7. _________________________________________________
8. _________________________________________________
9. _________________________________________________
10. ________________________________________________
b. boat, goat, moat, bloat, coat, toad (This is at bottom and page is turned up to cover until they are
ready to check their spelling)
b: Connect to students and widen perspectives based on diverse realities: Carry over 4Cs into
other classes to self-assess.
c: Connect learning to build integrity, empathy, insight:
Learning to self-assess with accuracy builds integrity. People start trusting your work.
What to learn?
(knowledge/skills)
Clear Learning Objectives
How Assess
CorrectConfirm
to Proficiency?
1. Define rule
4. Teacher observation
5. Peer assess
from texts.
Artifact D-1: Examples of Low, Median High Student Work Showing Assessment
Markings
Text boxes indicate areas that show significant improvement or lack of improvement by
comparison to usual previous outcomes based on progress toward PK-12 developmental
expectations/standards. Explanations are located in the Post Assessment section.
Students were given a spelling assessment directly from the Spelling Mastery Lesson
spelling book. Students numbered a lined sheet of paper 1-25 and wrote the words the instructor
said to them. Students consistently did poorly on this assessment. A revised assessment was
created to incorporate not only the spellings of the words, but also the morphographs students
learned in the lessons. This proved too lengthy for students to complete with consistent results.
This group consists of three students, two eighth graders and one sixth grader.
Student self-assessment
Of the three students, the lowest is an eighth-grade student. She continues to struggle
with fully connecting the words with the rule. She had a great deal of difficulty finding words
that followed the rule and even in finding words that had two vowels next to one another. She
found the same word (not a rule follower) three times in her self-selected text and asked each
time if that worked.
The median student is also an eighth grader. He was slow to respond, but once it clicked,
he was able to pull multiple words from his selected text which were rule-followers.
The high is a sixth-grade student. After watching the video, she got the rule and was
able to locate multiple words from her selected text that followed the rule.