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Artifact #1 is a work sample from a writing assessment I gave to my Kindergarten students. This student represented the expectations of a K student that is writing at grade level. This progress-monitoring assessment was based on an opinion piece about their favorite weather. Writing assessments are given 4 times a year and each assessment is compared to the ones previously given. The assessments have clear rubric guidelines for scoring. On the writing assessments, I hope to see continuous improvement and achievement of the objectives and standards. In artifact #1, I can see right away, I will need to reteach concepts of capitalization, specifically capitalizing "I". |
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Artifact #2 is an example of a high achieving student sample in class. This is an example of what 4 out of 4 score would like. This student is well above grade level in sentence formation, spelling, penmanship and detail. I would use this assessment to continue to look for continuous improvement and how to provide differentiated instruction that would continue to challenge and improve this student's skill set. |
Artifact #3 is a project done in 4th grade. The students were learning about maps, latitude and longitude, compasses, and coordinates in their Language Arts/Social Studies block. We were also reading By the Great Horn Spoon at that time. I used cross-curricular planning to create this project. Students were asked to create a treasure map (similar to that of Dr. Buckbee's) for Jack and Praiseworthy. They had specific criteria that they needed to complete on their treasure maps which can be found on the scoring rubric in artifact #4. They also needed to write a letter explaining to Jack and Praiseworthy how to find the treasure and detailing any hidden perils. The students were completely engaged in this product because they were connected to the characters of the book we were reading. They would ask me any chance they could when they were going to work on their maps. I was able to grade their projects according to the rubric and give immediate feedback. I was able to completely assess who understood coordinate plotting and map details and reteach any misconceptions quickly. |
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Artifact #4 is the scoring rubric I used for the treasure maps and writing. It is important to give students appropriate guidelines to complete work. This also gives the students the opportunity to self-assess their own work. I do not believe that a grade should ever be a surprise. This is because the goals and objectives are always given beforehand and the students always know what is expected of them. I also understand that giving student feedback is a huge part of assessing students. When feedback is given quickly, the teacher and students are able to clear any misconceptions and objectives that may need to be retaught if need be. |