A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual,
social, and physical development of the student.
social, and physical development of the student.
Description of Artifacts
Artifact 1: Assessment of Students' Work
The students' work, used to represent artifact 1, are 3 differently leveled students who were asked to solve a multi digit multiplication problem using partitioned rectangles. This assessment was given in the Class Kick App on the iPad. The students solved the problem, waited for feedback from the teacher where they would fix any errors. If there were no errors, the students were given support on how to use this strategy in the future. |
Artifact 2: edTPA Assessment Commentary
This is a reflection and explanation of the students' work that was done to complete the edTPA. I responded to the prompts with authentic and explicit information of the final assessment of partitioning rectangles. |
Analysis
Artifact 1: Assessment of Students' Work
I loved using this app: Class Kick. The students don't seem to mind doing a formal assessment using technology vs a pencil and paper. I watched as the students did the work to solve the multi digit multiplication problem. I gave feedback directly on the app and the students adjusted their work accordingly. I then gauged the student work and put them into guided math groups based on who needed more practice, who can build on this strategy and who is ready to move ahead in a higher level. |
Artifact 2: edTPA Assessment Commentary
This was a hard assessment to complete, but I realized how important it is to look at many areas in an assessment and piece together what the student knows, what the student needs to know and how I will move forward making sure that each student is successful in learning this skill/strategy. |
Synthesis
Artifact 1: Assessment of Students' Work
After doing this lesson, I realized how important it is to assess students in their work. After planning, instructing and assessing the students, I put the students into small math groups based on their needs of understanding the state standards and the district's curriculum requirements. |
Artifact 2: edTPA Assessment Commentary
I think it's interesting to break apart each assessment and figure out the needs of the students. Some students will retain how to use the strategy, but most won't remember how to do a new strategy if too much time has elapsed between teaching it and assessing it. Therefore, assessing immediately after teaching the strategy does not mean that the student has accomplished mastery in that skill. Remembering to use the skill or strategy multiple times will allow for mastery. We need to consider that when using formative and summative assessments, the more practice a student gets, the better chance for mastery in the future. |