Corinne Pennock Artifact Reflection Assessment

I have chosen this artifact for the standard for assessment in the classroom. It is described by a competent teacher understanding and using appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student. This particular artifact addresses the knowledge indicator 29H. understands the importance of the relationship between assessment and instruction in planning. This artifact addresses the performance indicator 29P. provides continuous monitoring of student progress through observations, work samples, and various informal reading assessments. This particular artifact was chosen because it demonstrates my ability to give students my standards for assessment. This artifact was taken from an assignment given in my SPED 405 class where were instructed to give students accommodations, interventions, or modifications. This was one of my solutions to a scenario we were given. I feel as though this artifact demonstrates everything that was mentioned above through the fact this is a rubric where students can see what is expected of them for this particular assessment. Also, there is a progress monitoring system set in place for the student. The knowledge indicator is specifically addressed by having that understanding that there is an important relationship between assessment and instruction planning. If students do poorly on assessments, it may not be that they arent trying it could be that they need more and better instruction. The performance indicator is addressed the fact that I have included a progress monitoring chart based on a students performance. This artifact demonstrates my growth and development as a teacher through the fact that this it focuses on giving students a layout of what is expected in the form of a rubric. The students know what I am expecting from them. It takes thought and planning to create a rubric that fits your students needs and wants for an assessment. Also, the progress monitoring shows that I am developing as a teacher. I am able to form and implement a progress monitoring system that will allow me to keep track of data and use that data to my own and the students advantage while planning instruction.