Artifact Reflection

Title: Wisconsin Foundations of Reading Test

Date: September 2014
Artifact Description:
The following artifact is an examinee score report from the Wisconsin Foundations of Reading
Test (FoRT). The test assessed proficiency and depth of understanding in the subject of reading
and writing development. One hundred multiple choice questions assessed knowledge and
skills in the subareas of Foundations of Reading Development, Development of Reading
Comprehension and Reading Assessment and Instruction. Two open response essays required
further application of knowledge and understanding in two or more of the aforementioned areas.
This FoRT score report verifies that I have met the required benchmark achievement score for
Wisconsin.
ALIGNMENT
Wisconsin Teacher Standard Alignment:
This examinee score report best aligns with standard one of the Wisconsin Teacher
Development and Licensure Standards which states: The teacher understands the central
concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for students. This
report aligns with standard one because my passing score indicates I understand major
concepts, assumptions, processes of inquiry and ways of knowing that are central to the
disciplines educators teach. Adequate marks in the open response essays prove my ability to
comprehend students conceptual frameworks as well as their misconceptions for reading and
how that influences their learning. Additionally, my satisfactory performance is an indication of
my ability to evaluate students along with the teaching methods used for comprehensiveness,
accuracy and usefulness in representing particular ideas and concepts. This is important
because teachers not only need to be able to understand their students, but also the methods
used to transfer them from guided to independent life-long learning.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
This examinee score report best aligns with KSD1.a of the UW-P School of Education
Knowledge, Skill and Disposition statements which says: The candidate displays extensive
content knowledge of his/her subject areas and demonstrates a continuing search for new
content knowledge, resources, and best instructional practices, while understanding student
diversity and student misconceptions and misunderstandings as key to the teaching process.
This report aligns with this standard because I was able to demonstrate knowledge of content
and pedagogy. Since identifying appropriate resources and procedures was a large component
of this exam, my passing score proves my capability to recognize best instructional practices
and implement them with students having misconceptions or misunderstandings.
Secondary Alignment:
KSD1.e Designing Coherent Instruction
KSD3.c Engages Students in Learning
REFLECTION
What I learned about teaching/learning:

Throughout my preparation for this examination, I realized how in-depth the reading and writing
processes are. I have come to understand the similarities in each and the importance of their
instruction. Reading and writing impacts all other subjects and truly unlocks a world of
possibilities for the literate. It is important for teachers to be aware of where their students are at
in each process. They should also be able to recognize and help them through any
misunderstandings or misconceptions. Reading and writing can become a negative self-fulfilling
prophesy for students who struggle. It is important that teachers encourage them through their
difficulties and equip them with the proper tools through the implementation of appropriate
teaching strategies. Preparation and completion of the Wisconsin FoRT has brought me to a
new awareness of such processes and procedures along with their implications on teaching and
learning.
What I learned about myself as a prospective educator:
This examination has allowed me to place an even greater emphasis on my understanding of
the instructional content educators use in reading and writing. Being aware of the details of each
process, along with further pedagogical strategies, equips me to better prepare for my students
and identify where they are at in each process. As a prospective educator, I realize even more
the push behind education examination requirements and continuing education ambitions.
Though continually teaching, an educator is never done learning, whether in or out of their
classroom. It is important for teachers to be thoroughly aware of what they are teaching so that
they can best equip their students with functional knowledge and life skills. Through my
preparation and completion of the Wisconsin FoRT, I feel better equipped to identify where my
students are at in the learning process and further qualified to instruct them in reading and
writing.