Artifact Reflection Artifact Title: Google Form Quiz Date: Spring 2014 Artifact Description: The artifacts I have

included are from my Pre-student Teaching Experience at Platteville High School in the spring of 2014. I decided to come up with a pre-lesson quiz to gauge how knowledgeable the class was about the indigenous people of South America. I sent the Google Form Quiz to all of the students in the class before we started the lesson on the Incans, Mayans, and Aztecs. I wanted to assess their knowledge so I could plan my lesson from how much they knew. I also included a spreadsheet of the results I received from the students who participated. Alignment: This experience best aligns with Standard 8: Assessment- The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. This best aligns with Standard 8 because when I used this quiz, I was able to evaluate how comfortable the class was with the indigenous people of South America. I had to go through the process of coming up with questions that were most important to the upcoming lesson so that the answers would accurately indicate the prior knowledge base of my class. I am more competent in this standard because it was a difficult process to word the questions in a way that I could gain some valuable information from the assessment. I also am more competent because it did not go exactly the way I wanted it to so now I know what to do for next time. UW-Platteville Knowledge, Skill, Disposition Alignment: This experience best aligns with KSD1.f: Assessing Student Learning- The candidate understands, is committed to, and can develop assessments that are clearly stated and congruent with instructional goals. The students are aware of how they are meeting the established standards and are involved in the goal setting process. This experience best aligns with this KSD because it shows how I tried to include the students in the goal setting process. I gave them an ungraded, anonymous quiz hoping that I would get some answers that helped the class, and I determined which aspects we needed to focus on for the lesson. I am more competent after this experience because I realize that I could have done a better job of clearly stating what the point of the pre-quiz was. I do not think the students took

the quiz seriously because I did not tell them that I was going to use their responses to create a lesson that was appropriate to their level of competence. The only thing they heard was that it was ungraded so most of them did not even bother to respond. Secondary KSDs: KSD1.b: Demonstrating Knowledge of Students KSD3.d: Providing Feedback to Students KSD4.b: Maintaining Accurate Records Reflection: What I learned about teaching/learning from this experience: This was a very important experience for me. I learned that students need some motivation to learn. I made the assessment anonymous and ungraded so there were no consequences for participating or not. I learned a lot about teaching different grade levels. High school students need motivation and a reason to do things; if they do not see a reason for doing something, they will not do it. This type of assessment may have worked better for younger students who are generally more enthusiastic. What I learned about myself as a prospective educator as a result of this experience: I learned a lot about myself, as an educator, and how I need to clearly state the intentions of everything I do in my classroom. When I involve students in the decision making process and the curriculum, they will be a lot more invested in their learning. In the future, I will make sure to offer some sort of incentive for doing the pre-assessment. I will also be certain to explain the reasoning behind giving a quiz before we even start the lesson. A lot of the students were probably confused and decided not to participate.