Standard Seven: Assessment The competent teacher understands and uses appropriate formative and summative assessments for

determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student. This artifact is addressing Standard 7 about assessment. This artifact was chosen because this summative assessment was utilized in a lesson I taught in a 11th and 12th grade Government class. This artifact is an appropriate representation of the standard because it was created to assess instructional effectiveness and has been differentiated to meet the needs of various students. The first part of the assessment was used in conjunction with a lesson that I co-taught about the effectiveness of political advertisements based on the four types outlined. Before showing the students the political ads to be analyzed by the class, we went over each segment of the rubric and explained what each category and number meant in terms of the advertisement. After that explanation, we watched various political ads and analyzed their effectiveness in each category using that same rubric. At the end of the class, students were to complete the assessment in which they had to make their own political advertisement based on the rubric they had been using to analyze the professional political advertisements. In going over the rubric, then giving students practice with that rubric, and only after those activities, asking them to complete their own ad based on that criteria gives students ample time to familiarize themselves with the expectations that they will be graded on. In presenting the assessment in this way, students have multiple examples to draw upon as well as ideas about what an effective ad looks like. This is an effective instructional approach because we clearly laid out the expectations at the beginning of class and allowed students to have a lot of practice with the rubric before we assessed them. Additionally, the students had multiple options in the assessment and could create something that best fit their interests and levels of creativity. This artifact demonstrates my growth as a teacher in several ways. This assessment was part of the lesson that was co-taught with another education student that our cooperating teacher planned himself. This assessment was part of the lesson that he planned and wanted us to implement in the lesson. It was a very different experience to have to teach and implement a lesson and assessment that was made by another teacher. We had to learn the rubric and expectations ourselves before we could try to teach them about it. We also had to understand the reasons behind the assessment so that we could convey the importance of the assessment to our students. It takes much more preparation to teach someone elses lesson because you didnt think of it yourself and arent always familiar with the intentions behind the assessment or lesson. It also made me step out of my teaching comfort zone because my cooperating teacher had a much different style of teaching than I usually implement so I had to adjust to that. I also had to adjust to a co-teaching situation. I have had limited experience in a co-teaching situation and it really requires trust and patience in order to get through the lesson. I had to trust that my partner was prepared and was going to give accurate information and directions to the students. I like to be in control and this situation I was not in sole control and it was hard for me to relinquish that control. I feel that I did very well and we taught well together. I learned a lot about my personal teaching style but also how I could implement other styles depending on the situation.