Sarah Miller

2.7 Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and
summative assessments to measure student learning and technology literacy, including
the use of digital assessment tools and resources.

1. Briefly describe the artifact and the context in which it was created. What was/were
your individual contribution(s)?
The artifact for this reflection is my Unit Plan for an online setting covering genetics for
7th grade Life Science. This unit plan outlines module objectives, module assessment,
description of learning activities, formative evaluation and feedback, physical learning
materials, digital learning objects, and plans for differentiation. There is a total of six
modules included in this unit plan. The entire unit plan was designed and developed by
me.

2. Explain how this artifact demonstrates mastery of the standard/element under which it
is placed. See the portfolio rubric and watch the videos for more details on what to
include in your reflection for this question. You must respond to each of the items on the
rubric in this question! It is VERY IMPORTANT that you address ALL of the criteria on
the rubric. This one question may need to be several paragraphs long in order to address
all of the items on the rubric.
Various forms of assessment take place during this online unit. The unit plan outlines
multiple formative assessment opportunities in each module. In Module 5 (of 6) the
students will complete the unit’s summative assessment. The results from the summative
assessment will direct students to Module 6 for a personalized remediation or extension
module. The data provided will give students their lowest areas of weakness from the
unit. Then, students will use the provided Remediation Chart to complete their
personalized review for a re-test, if needed.

All assessments are given in a digital format, thus measuring a student’s tech literacy.
Because this unit is online but in a blended setting, I will be able to measure and
compensate for their learning with technology literacy.

3. What did you learn from completing this artifact? What would you do differently to
improve the quality of the artifact or the process involved in creating the artifact?
From this artifact, I learned that some best practices from traditional teaching carries over
into digital learning or online teaching. Best practices when it comes to assessment and
data use is no different.

To improve this artifact, I would have been more specific about diagnostic testing.
Students take an overarching diagnostic assessment (that covers all units); however, I did
not have it listed here. To improve, I would include a diagnostic test that only covers our
genetics unit to have a better guide for instructional design.
 Sarah Miller

4. How did the work that went into creating the artifact impact school improvement,
faculty development, or student learning? How can the impact be assessed?
This unit plan has impacting student learning because it has allowed students to be
exposed to multiple uses of technology in the classroom. Students have been somewhat
accustomed to testing online, but not learning online. This unit gave me the opportunity
to expose my students to learning online.