TED 690 – Domain B Artifact #3 Lit Review

Armando Ramos

National University
TED 690 – Domain B Artifact #3 Lit Review 2

Abstract

The following information discusses the selection of “Artifact #3: Interpretation and Use of

Assessments” from my Professional Development Quest Portfolio (PDQP). Artifact #3 is

highlighted in this essay because it addresses the importance of introducing state-adopted

assessments to students in order to prepare them for mandated state-wide testing.

TED 690 – Domain B Artifact #3 Lit Review 3

Artifact #3: Smarter Balance Assessment Consortium Practice Exam

As an educator, it is my responsibility to prepare all students for mandated testing towards the

end of the academic school year. The Commission on Teaching Credentialing for the state of

California states that “Candidates understand how to familiarize students with the format of

state-adopted assessment program” (CTC 2013), thus, it is important to understand how such

assessments work and formulate questions asked to students. In my first year of teaching, I was

mostly concerned with classroom management than anything else. In fact, my school wanted me

to do so. They believed that managing my class was far more important than content; therefore,

the first year of state testing was almost completely overlooked. As my first year students took

the state exam, I realized how unprepared and overwhelmed they were. In monitoring student

behavior during the exam, I peeked at the questions and realize that they were missing some

content skills that I may have not clearly review with them. I felt like I had failed them as a

teacher and vowed not to let it happen to future students. The summer, prior to teaching year

two, I familiarized myself with the state-adopted test and learned what students were being

asked, how the questions were formulated, and what students needed to know prior to taking the

exam. After familiarizing myself with the exam and realizing that these “State policies intended

to improve education generally try either to set educational standards or to shape the educational

process” (Darling-Hammond and Wise), I knew that I had to do some backwards planning to

ensure my students were successful, thus, my entire year was revolved around successfully

preparing students for the state test. It is important for me to prepare myself as an educator for

state testing since “The present accountability mandates that quality teachers are facing in

today’s classrooms has diminished the teaching morale to a lesser degree because they (teachers)

are valued only by the test scores that are produced by the students they serve daily” (Taylor
TED 690 – Domain B Artifact #3 Lit Review 4

2011). Nearly one month prior to state testing I introduced to my students artifact #3. This

practice exam felt overwhelming at first but I reminded them that this was practice and it is ok to

fail at a practice; this is where we learn to succeed. As we scaffolded the questions of the

practice exam, students grew confident that the exam wouldn’t be so overwhelming. Towards the

end of the second school year, I noticed a significant change in students; they were far more

prepared and less stressed when they took the exam. Some students commented that the exam

was easy and they felt they were doing something they had done all year long and appreciated

how the practice exam prepared them beforehand.

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References

California Commission on Teacher Credentialing (2013, March). The California teaching

performance expectations. Retrieved from https://www.ctc.ca.gov/docs/default-

source/educator-prep/standards/adopted-tpes-2013.pdf

Darling-Hammond, Linda and Wise, Arthur E., "Beyond Standardization: State Standards and

School Improvement," The Elementary School Journal 85, no. 3 (Jan., 1985): 315-336.

Taylor, C. R. (2011). Toward a Moral View of Education and School Improvement. National

Teacher Education Journal, 4(2), 5–9. Retrieved from

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