Reflection on INTASC Standard 6: Assessment

Describe

The selected artifact is a lesson plan titled “Celebrating Diversity with Just Like Me.” The lesson plan was created on September 23^rd, 2024, as part of the EDC 756 course for grade two learners aged between seven and eight years. The artifact helps students to apply what they are reading in class to their lives and that of others: Reflection on INTASC Standard 6: Assessment.

The goal is to promote diversity and acceptance among the learners. Some formative assessments include informal observations, group discussions, and essential checklists as part of the lesson. Anonymity of the students and teachers has been observed throughout this work.

Analyze

The artifact connects with INTASC Standard #6: Assessment, involving various assessment approaches to improve the learners’ growth. This connection is evident in the lesson plan’s integration of different assessment methods to engage the learners in their growth and track their progress. For example, the teacher observes the group discussions to determine if learners understand the concepts introduced in the class and connect with the world around them. The formal assessments include using different passage texts to determine if learners can make connections using their inferences.

The artifact also aligns with Performance 6(a): “The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning” (CCSSO, 2013). This is illustrated by using class discussions to support learning by engaging students in discussions to discover their understanding. For instance, the teacher leads a class discussion and guides the learners to create a personal collage exploring their unique interests.

Appraise

The artifact shows my development in creating meaningful and authentic assessments linked to the intended learning outcomes. I have advanced in relating to the needs of students while creating an environment that fosters learning the course content and human values. Thus, during this process, I have observed and practiced using different forms of evaluating the effectiveness of learning processes, including regular discussions and reflective exercises in which learners participate actively.

Allowing learners to participate in their development has been effective in the classroom because learners gain a sense of ownership when developing material for themselves (Bettencourt, 2021). Seeing their reflections and sharing their thoughts has enlightened me on how they understand things and how I should simplify my teachings to fit them. The implications of this experience highlight the need to design a classroom culture that embraces students’ engagement and helps them relate to the content taught.

Transform

I plan to use more formative assessments using digital technology where learners will engage in an online quiz or a poll. Furthermore, I intend to provide more detailed and personalized comments for learners to enhance the student’s knowledge. I will use what I learned about the standard to promote the achievement of standard #6 by assigning group assignments requiring students to evaluate the work and comprehension of other students. For instance, getting students to do peer reviews on projects like the “Diversity Collage” would promote engagement.

To implement other performances, like 6(c), I would look at the results of formative quizzes to adapt for students who may be having difficulty understanding the lesson. I also intend to incorporate more of 6(a) by increasing the differentiation of the summative assessment, like the end-of-unit presentations, to allow the students to integrate what they have learned at a higher level.

References

Bettencourt, G. M. (2021). “I belong because it wasn’t made for me”: Understanding working-class students’ sense of belonging on campus. The Journal of Higher Education, 92(5), 760-783. https://doi.org/10.1080/00221546.2021.1872288

Council of Chief State School Officers. (CCSSO). (2013). INTASC model core teaching standards. University of Arizona. https://coe.arizona.edu/intasc-model-core-teaching-standards

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INTASC Standard Assignment #6 (worth 10 points )

PROFESSOR INSTRUCTIONS: Please post evidence (on Taskstream) for the INTASC standard listed below by the due date listed on the EDC 756 Course Outline. You will post an artifact and a reflection for the standard.  Please read the standard and the rubric on Taskstream for the standard.

You must submit in the format that is explained on Taskstream.  See calendar for due dates. The assignment for each standard has a different due date.

The artifact will be posted highlight the parts in the artifact that connect to the assignment. This artifact will be work you have done from a previous course that reflects the INTASC standard or it can be in the form of a video of your teaching. Please address each part of the INTASC standard for which you are posting for.

If your work does not reflect each part of the standard, that’s okay. Just tell us it does not and explain how you might address that part of the standard in the future. the reflection should be done in the following format for the artifact:

1. Describe: (information gathering) What is the artifact? When was it collected? In order to ensure confidentiality do not use student or teacher full names anywhere.
2. Analyze: (alignment) How does this artifact relate to the standard? Address the standard specifically.
3. Appraise: (evaluation) How does this artifact demonstrate your personal and professional growth? How does it demonstrate your impact on student learning? (if applicable)
4. Transform: (goal setting) Based on your answers to the first 3 reflection steps, are there specific ways you intend to use what you have learned in order to improve your teaching?

You will do this for the following InTASC Standard:

• Standard 6: Assessment
  

  Reflection on INTASC Standard 6: Assessment

INSTRUCTIONS: THE PDF FOR STANDARD 6 IS DOWN BELOW CLICK THE LINK AND IT IS UPLOADED TO THE ORDER AS A SCREENSHOT AND PDF AS WELL AND THE RUBRIC. THIS ASSIGNMENT IS GOING OFF OF AN ASSIGNMENT I ALREADY DID FROM A PREVIOUS COURSE THAT CONNECTS TO THE STANDARDS ON PAGE 30.

THE ASSIGNMENT IS UPLOADED TO THE ORDER THE DATE OF WHEN THE ASSIGNMENT WAS DONE IS ALSO ON THE ASSIGNMENT WHAT YOU ARE GOING TO DO IS HIGHLIGHT EACH SECTION IN THE ASSIGNMENT THAT CONNECTS TO SPECIFIC PARTS OF THE GENERAL STANDARD WHICH IS (Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.)

FOR EXAMPLE, YOU WILL SAY THE ARTIFACT CONNECTS WITH INTASC STANDARD #6: ASSESSMENT uses multiple methods of assessment to engage learners in their own growth THEN YOU EXPLAIN WHY IT CONNECTS TO THAT GENERAL STANDARD AND AFTER YOU MENTION THE PERFORMANCE THE ARTIFACT ALSO CONNECTS WITH PERFORMANCE

6(a) The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning… IT NEEDS TO BE CONNECTED TO BOTH THE GENERAL STANDARD AND ONE OF THE PERFORMANCES EVERYTHING HAS TO BE EXPLAINED ATLEAST 6-8 SENTENCES LONG. REMEMBER TO HIGHLIGHT EVERYTHING THAT CONNECTS ON THE ARTIFACT. AND AFTER YOU HIGHLIGHT EVERYTHING ON THE ASSIGNMENT THAT CONNECTS TO THE STANDARD AND ONE OF THE PERFORMANCES ON A SEPARATE DOCUMENT YOU ARE THEN GOING TO WRITE A REFLECTION BASED ON THE ARTIFACT YOU HIGHLIGHTED

FOLLOW THE FORMAT ABOVE THAT MY PROFESSOR LISTED AS (1. DESCRIBE, 2. ANALYZE, 3. APPRAISE, 4. TRANSFORM) BE SURE TO FOLLOW THE FORMAT WHEN WRITING THE REFLECTION AND BE SURE TO HIGHLIGHT EACH PART IN THE ASSIGNMENT WHICH IS THE ARTIFACT THAT CONNECTS TO THE STANDARD AND PERFORMANCE. REMEMBER TO WRITE THE REFLECTION ON A SEPARATE DOCUMENT. REMEMBER EVERYTHING MUST BE 6-8 SENTENCES LONG. PLEASE REVIEW ALL SCREENSHOTS UPLOADED TO THE DOCUMENT.

InTASC Standards can be found on this document: https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf