Ms. Rumble's Portfolio
Standard #6:
Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher's on-going planning and instruction.
Artifact #1: Choose Your Own Adventure—Our Town
Description: After reading the play, Our Town, in American Literature, I wanted to give my students some choice as to how they would show me their learning, thus, the “Choose Your Own Adventure” projects. Students had five choices to choose from; writing a narrative of a day where you knew life was completely precious, performing a scene from the play, creating a playlist and cover art inspired by the play, writing a day in their life in script format, and coming up with their own project idea. Each project had a different set of requirements depending on what they decided to choose, and each had their own respective rubric.
Rationale: This project was summative and, although the projects were all different, they assessed the same knowledge and learning goals I had for my students. Proficiency-based learning is up and coming at Mt Blue, so I wanted to start experimenting with that type of assessment, where students have ownership over their own learning process and are aware of the standards they need to meet. I created rubrics that were unique to the variety of projects I presented to them, so everyone was well aware of how to meet or exceed the standards.
Artifact #2: Teacher Work Sample
Description: My teacher work sample is a complete unit that I created for the book, I Am The Messenger. The unit includes elements, such as a student survey, pre-assessment, formative assessment, summative assessment, a contextual factors analysis, student work, modifications narrative, student feedback, etc. The teacher work sample is essentially a timeline of the work of my CPI British Literature class for this novel. In the end, my students could understand the moral root of Zusak’s words; being able to empathize with characters and then with real-world people, and then acting on that empathy to help others as much as they can.
Rationale: For the teacher work sample, I created three learning goals for my I Am The Messenger unit. For every learning goal, I pre-assessed my students, as well as used formative and summative assessment to check for understanding and learning progress. Every assessment was different and varied from exit tickets, to matrices, to Kahoot quizzes. I created a chart to track the results of the pre-assessment of every one of my students, and then created a similar chart to track the results of the summative assessment. Comparatively, my students did much better on their summative assessment than with their pre-assessment, showing me that learning took place with every student, and that almost every student met the learning goals.
