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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

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.

entire language

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.

Rationale II

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 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

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.

entire language

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 2

I. SUB-STANDARD 6.4 (Focus Area 3): CANDIDATE PROVIDES MODELS AND CRITERIA OF ASSIGNMENTS - Does Candidate engage each learner in examining samples of quality work on the type of assignment being given? Does Candidate provide learners with criteria for the assignment to guide

performance?

II. CONNECTION TO ARTIFACT

I “engage each learning in examining samples of quality work on the type

of assignment being given” because I created mirror design examples that model what would be considered a high level of performance grade. I also 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 criteria for the assignment to guide performance” by giving them the scoring requirements at the beginning of the project before they start working on this design. By introducing students to their criteria at the start of the project, they know what is expected of them. I also give them formative assessments of their progress throughout the project so they know if they are staying on task or not and can correct their work to reflect high levels of performance.

III. SELF-ASSESSMENT

I would rate myself as a 4 (Candidate always does this as a teacher) or

exceeds proficiency because I met the requirements of designing a rubric/ scoring guide and provided models and criteria for the assessment given. I always inform students of what is expected of them, especially when they are being graded on an assignment and/or project. By always providing students with rubrics or a list of the criteria they will be graded on, I show that I always demonstrate this sub-standard when teaching. By the time projects are to be graded, there are no students who do not know what they will be graded on.

IV. EVIDENCE OF SELF-ASSESSMENT One piece of evidence that supports my self-assessment is that all of my students scored at least an “A” or 90 percent on this assessment because they were aware of the grading criteria from the start of the project. This shows that all students understood their expectations and were able to follow along with clear instructions. I also gave students verbal feedback (critique) on their designs throughout the project so they were able to make changes to their designs along the way.

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

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.

entire language

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 Cawdery’s online resource for Module 2

ii. found an article that describes different types of formative assessments.

I

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

/ 100pts

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.

STUDENT NUMBER:

TOTAL POINTS:

PERIOD:

NAME:

DATE:

ETCHED MIRROR FINAL DESIGN RUBRIC

NOTES:

ARTS & COMMUNICATION

Below Level of Performance (0 points each)

Low/no functionality - product can-

for what it is designed

used for.

not be be used

to

Message is unclear or not present

 

Not prominent - concepts do not support theme

At least once concept is unoriginal (pre-exisitng image/design)

 

Concepts do not work together

Effective use of elements and/or principles not present

Most lines are unclean, incorrect placement, etc.

 

receive copyright

a zero

will violates

Any design that

infringement

grade.

No concepts present

Etching directions and procedures not followed

Developing Level of Performance (5 points each)

Some functionality - product can

somewhat be used for what it is designed to be used for.

Message is somewhat clear

Somewhat prominent - some concepts support theme

and

efforts

original

creative

some are

One concept present

Concepts are somewhat scattered

Effective use of less than 3 elements and/or 2 principles

Some lines are clean, somewhat correct placement, etc.

directions and

Some etching

followed

 

All concepts

display

procedures

N/A

 

High functionality - product can be

used for what it is designed to be used for.

 

Very prominent - all concepts support theme

and

efforts

Two or more concepts present

Concepts are combined to create a cohesive design

Effective use of 3+ elements and 2+ principles

Design has clean lines, correct placement, etc.

 

Design should be free of copyright infringement.

High Level of Performance (10 points each)

Message is very clear

original

creative

great are

All concepts

display

followed and

All etching directions

procedures

CRITERIA/STANDARDS

FUNCTIONALITY

CONVEYS A MESSAGE

(STANDARD ACO 4.0 - COMMUNICATION)

THEME

CREATIVITY & ORIGINALITY

CONCEPTS

COMPLEX IMAGERY

ELEMENTS AND PRINCIPLES OF

DESIGN (STANDARD ACO 3.0)

DESIGN EXECUTION

FINAL PRODUCT: ETCHING

COPYRIGHT

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.

Student example of a final mirror design that met all criteria with a high level of