RATIONALE CHECKLIST
Rationale II
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
ED 284A Module 2 (Week 8)
Part 1
I. HTSB OVERALL STANDARD
Standard 6: Assessment
II. TEACHING ARTIFACT
Developing a rubric/Scoring guide
III. COURSE
ED284A: Foundations of Inclusion
IV. TEACHING ARTIFACT DESCRIPTION
To support your students in completing their summative assessment, and
measuring whether or not they have demonstrated learning of the tasks,
please complete the following:
Using and Excel spreadsheet, google sheet, or other electronic mechanism:
i. Write an assessment description that captures the general goal of the
assessment.
ii. Determine at least 4 criteria that will be measured in one or multiple
stages of your assessment.
iii. Use your tasks or other descriptors to describe the levels of performance
for that criteria.
iv. Explain/note how at least 1 of your 4 criteria link to the standards.
v. Explain/note how one aspect of your summative assessment will be
assessed using a formative measure.
vi. Identify one area of the assessment that you think will be most
challenging.
vii. Identify one website/video that can provide supportive modeling,
information, or instruction to support that aspect of the project.
viii. Refer back to information solicited from our family communication,
and choose one thing your learned about your students to take into
consideration while teaching this lesson.
V. TEACHING ARTIFACT RESULTS
I developed a grading rubric for the final step in my etched mirror design
project. First I created a sample mirror design to show students what an A
or meets all expectations grade would look like. Then I thought about the
ACCP standards and developed ten criteria/standards that students need
to demonstrate in their designs and final products. I defined what high level
performance, developing level of performance and low level of performance
would look like for each criteria. I thought about what accommodations
need to be made while teaching this lesson and also attached an extra
resource for students to find guidance for this project.
 RATIONALE CHECKLIST
Part 2
PART I:
Describe a teaching artifact that I. SUB-STANDARD
represents the overall HTSB 6.4 (Focus Area 3): CANDIDATE PROVIDES MODELS AND CRITERIA OF
standard ASSIGNMENTS - Does Candidate engage each learner in examining
samples of quality work on the type of assignment being given? Does
PART II: Candidate provide learners with criteria for the assignment to guide
Connect the teaching artifact to performance?
a sub-standard and assess your
proficiency II. CONNECTION TO ARTIFACT
I engage each learning in examining samples of quality work on the type
PART III: of assignment being given because I created mirror design examples that
Improve your proficiency for the model what would be considered a high level of performance grade. I also
HTSB standard had students examine examples of what would be considered a low level of
performance grade so they could see the difference and understand what to
do and what to avoid when creating their designs. I provide learners with
PARTS I-III DEFINED criteria for the assignment to guide performance by giving them the scoring
requirements at the beginning of the project before they start working
PART I:
on this design. By introducing students to their criteria at the start of the
State standard, teaching artifact,
project, they know what is expected of them. I also give them formative
and course name. Provide an
assessments of their progress throughout the project so they know if they
accurate description of the
are staying on task or not and can correct their work to reflect high levels of
artifact. Provide a sufficient
performance.
description of the artifact results.
III. SELF-ASSESSMENT
PART II:
I would rate myself as a 4 (Candidate always does this as a teacher) or
Identify at least one appropriate
exceeds proficiency because I met the requirements of designing a rubric/
sub-standard and include the
scoring guide and provided models and criteria for the assessment given. I
entire language.. Connect the
always inform students of what is expected of them, especially when they
language of the sub-standard
are being graded on an assignment and/or project. By always providing
to the artifact. State your
students with rubrics or a list of the criteria they will be graded on, I show
proficiency level for the sub-
that I always demonstrate this sub-standard when teaching. By the time
standard. Provide appropriate
projects are to be graded, there are no students who do not know what they
evidence that supports your self
will be graded on.
assessment.
IV. EVIDENCE OF SELF-ASSESSMENT
PART III:
One piece of evidence that supports my self-assessment is that all of my
Identify an appropriate sub-
students scored at least an A or 90 percent on this assessment because
standard and clearly state a
they were aware of the grading criteria from the start of the project. This
desired improvement. Describe
shows that all students understood their expectations and were able to
at least two appropriate research
follow along with clear instructions. I also gave students verbal feedback
findings with viable resources.
(critique) on their designs throughout the project so they were able to make
Describe/demonstrate a specific
changes to their designs along the way.
example how you plan to
improve.
Please see an example of a final mirror design that met all criteria with a high
level of performance from my rubric.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
Part 3
I. SUB-STANDARD TO IMPROVE
6.1 (Focus Area 2): CANDIDATE USES A VARIETY OF VALID FORMATIVE
ASSESSMENTS - Does Candidate use, design or adapt a variety of classroom
formative assessments, matching the method with the type of learning
objective.
II. WHAT TO IMPROVE?
I want to improve on using multiple different types of formative assessments.
I mostly focus on verbal formative assessments such as questioning and
verbal critique/feedback. I would like to explore and experiment with
different types of formative assessments to help students retain more content
knowledge and produce better projects in the long run.
III. RESEARCH FINDINGS
i. Via a resource given by Professor Cawdery, I was able to learn more
about different types of formative assessments. These types include
observations, questioning, entrance/exit slips, peer and self-assessment
and graphic organizers. I found all of these to be interesting and
helpful examples of formative assessments that would be useful in my
classroom. Particularly, I really like the ideas of exit slips and graphic
organizers because they would be simple to add into my lessons and
would provide quick checks of student learning.
Resource: Professor Cawderys online resource for Module 2
ii. I found an article that describes different types of formative assessments.
I thought some of the ideas were unique and I was most interested in the
doodles and journals examples given. My students already have journal
notebooks for my class, so adding formative assessment journal checks
into their daily assignments at the start of class would be an easy way to
add in another formative assessment. I also liked the idea of doodles
because sometimes students get tired of just writing or talking about
information. Drawing might be a more creative outlet for students.
Resource: https://globaldigitalcitizen.org/12-awesome-formative-
assessment-examples
IV. IMPLEMENTATION OF FINDINGS
Based on my research findings, I plan to implement four different types of
formative assessment: journals, doodles, exit slips and graphic organizers.
i. Journals - at the start class, students spend five minutes writing about
the concepts learned during the previous class
ii. Doodles - students sketch examples of what different concepts look like
iii. Exit slips - students answer a question at the end of class in order to
leave on time
iv. Graphic organizers - students use learning maps to organize thoughts
about concepts learned and share with each other
 NAME:
DATE:
PERIOD: STUDENT NUMBER:
ARTS & COMMUNICATION ETCHED MIRROR FINAL DESIGN RUBRIC

PROJECT DESCRIPTION: Use what you have learned about the elements and principles of design, design process and Xacto cutting to create an
original and creative design that conveys a message about your personal interests. Etch your design onto a glass mirror using proper procedures.

CRITERIA/STANDARDS High Level of Performance Developing Level of Performance Below Level of Performance
(10 points each) (5 points each) (0 points each)
FUNCTIONALITY High functionality - product can be Some functionality - product can Low/no functionality - product can-
used for what it is designed to be somewhat be used for what it is not be used for what it is designed
used for. designed to be used for. to be used for.
CONVEYS A MESSAGE Message is very clear Message is somewhat clear Message is unclear or not present
(STANDARD ACO 4.0 -
COMMUNICATION)

THEME Very prominent Somewhat prominent Not prominent

- all concepts support theme - some concepts support theme - concepts do not support theme

CREATIVITY & ORIGINALITY All concepts are original and All concepts are original and At least once concept is unoriginal
display great creative efforts display some creative efforts (pre-exisitng image/design)

CONCEPTS Two or more concepts present One concept present No concepts present

COMPLEX IMAGERY Concepts are combined to create a Concepts are somewhat scattered Concepts do not work together
cohesive design

ELEMENTS AND PRINCIPLES OF Effective use of 3+ elements and Effective use of less than 3 Effective use of elements and/or
DESIGN (STANDARD ACO 3.0) 2+ principles elements and/or 2 principles principles not present

DESIGN EXECUTION Design has clean lines, correct Some lines are clean, somewhat Most lines are unclean, incorrect
placement, etc. correct placement, etc. placement, etc.

FINAL PRODUCT: ETCHING All etching directions and Some etching directions and Etching directions and
procedures followed procedures followed procedures not followed

COPYRIGHT Design should be free of copyright N/A Any design that violates copyright
infringement. infringement will receive a zero
grade.
NOTES:
TOTAL POINTS: ___________ / 100pts
PART II: EVIDENCE OF SELF ASSESSMENT

Student example of a final mirror design that met all criteria with a high level of
performance from my rubric.