Running head: ARTIFACT JUSTIFICATION ARTICLE 1

Artifact Justification Article

Nakia L. Edwards

TED 690 CAPSTONE

Prof. Clifton Johnson

August 5, 2017
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Abstract

Domain B, Assessing Student Learning, specifies within each expectation a teacher candidate

utilizes a variety of assessments to determine if their students are progressing towards

mastery and in doing so while providing the appropriate scaffolding and/or differentiation.

The artifacts collected and discussed herein this paper illustrate how I am reaching

competency in each TPE (2 & 3) over the course of the credentialing internship. For TPE 2, I

included an example of a Do Now, which is utilized as an informal assessment type,

completed by a student. For TPE 3, I included a data analysis chart, which is utilized as way

to interpret student growth. The nutrition vignette is illustrative: By knowing what the

culminating assessments will be, students are better able to focus on what the teachers expect

them to learn (information about healthy eating) and on what they will be expected to do with

that knowledge (develop a nutritious meal plan), (McTighe & OConnor, 2005, pps. 10-17).
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Artifact Justification Article

Domain B, Assessing Student Learning, specifies within each expectation a teacher

candidate utilizes a variety of assessments to determine if their students are progressing

towards mastery and in doing so while providing the appropriate scaffolding and/or

differentiation. Within the Teacher Performance Expectation handbook, it is written that,

Candidates purposefully use ongoing multiple and, where appropriate, differentiated

assessment options to collect evidence of individual and whole class learningThey know

how to accurately interpret assessment results of individuals and groups in order to develop

and modify instruction, (CTC, 2013). The artifacts collected and discussed herein this paper

illustrate how I am reaching competency in each TPE (2 & 3) over the course of the

credentialing internship. For TPE 2, I included an example of a Do Now, which is utilized

as an informal assessment type, completed by a student. For TPE 3, I included a data analysis

chart, which is utilized as way to interpret student growth.

Informal assessments in the form of the DO NOW" provides an opportunity for

assessing prior knowledge, reading comprehension, vocabulary knowledge, and provides an

opportunity for students to communicate their mathematical knowledge and/or thinking;

" Candidates purposefully use ongoing multiple and, where appropriate, differentiated

assessment options to collect evidence of individual and whole class learning, including

performance-based real-world applications, questioning strategies, work samples and

products, (CTC, 2013). In the beginning I want to activate thinking by providing a task which

has them doing varied learning styles, include visuals, and vocabulary. Students are allotted

fifteen minutes to critically think independently, during that time I am allowed to check for

understanding. Do Now activities can range from assessing prior knowledge, introduce new

material, or review practice. The artifact given assessed prior knowledge and introduced new

material, it was considered as my pre-assessments[which] typically precede(s)

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instruction, (McTighe & OConnor, 2005, pps. 10-17). I may also suggest use of Do Now

materials to students as a way to reflect and study for assessments, Costantino et al. states,

Reflection should lead to insightful change of behavior toward the improvement and in

this case student their academic behavior, (p. 11).

As I have been improving my teaching behaviors, I also have been improving the use

of assessments and the relative data. Data Analysis chart it helped to create small groups,

more effectively identify standards/concepts & skills/strategies needing re-teaching, more

effectively identified the top/middle/bottom 1/3, "Candidates understand and use a variety of

informal and formal, as well as formative and summative assessments, at varying levels of

cognitive demand to determine students progress and plan instruction, (CTC, 2013). In order

to best close the learning gaps amongst my students I must be able to discern the importance

of the data collected. It is best to value this information but also know how to immediately

apply it in my lesson structure and planning. According to the authors of, Seven Practices for

Effective Learning, The nutrition vignette is illustrative: By knowing what the culminating

assessments will be, students are better able to focus on what the teachers expect them to

learn (information about healthy eating) and on what they will be expected to do with that

knowledge (develop a nutritious meal plan), (McTighe & OConnor, 2005, pps. 10-17).

These artifacts presented in Domain B, Assessing Student Learning, are the way in

which I demonstrate my competency at the highest level. Yet, I also know I am an ever-

changing teacher in which my teaching behaviors will grow and prosper as I interact with my

students, peers, and administrative staff.

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References:

California Teaching Performance Expectations. (2013). Retrieved July 14, 2017, from

https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-

tpes- 2013.pdf Commission on Teacher Credentialing

Costantino, P. M., De, L. M. N., & Tirrell-Corbin, C. (2009). Developing a professional

teaching portfolio: A guide for success. Upper Saddle River, N.J: Allyn &

Bacon/Pearson.

McTighe, J. & OConnor, K., (2005). Seven Practices for Effective Learning, (Vol. 63,

Number 3, pps. 10-17). Educational Leadership. Retrieved August 3, 2017, from

ASCD http://www.ascd.org/publications/educational-

leadership/nov05/vol63/num03/Seven-Practices-for-Effective-Learning.aspx