Improving Instruction

James Schlauderaff
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standards 7 and 8
EDUW 693 Instructional Design and Assessment
Sara Heisler, Instructor
December 15, 2015

WTS 7 and 8

Page 2

Entry Introduction
This entry documents completion of a comprehensive learning process to improve skills
related to instructional design (WTS 7) and instructional assessment (WTS 8). Centered,
italicized headings added to APA headings organize the entry corresponding to the seven-step
process, which is summarized below:
A Brain-based Learning
Process for All Ages
1. Expand perspectives
(Learning assumes
moving beyond what we
already know/do.)

Applied to Improving Educator Effectiveness

as a Seven-step Professional Learning Process
1. Expand perspectives
(Standards for educators and education serve as a common starting
point, representing collected wisdom of the profession. Vanguard
ideas offer another option for proposed solutions for improving
educator effectiveness.)

2. Assess current abilities

from evidence
(Define: What to learn?)

2. Assess current professional knowledge/skills/attitudes

developmentally. (Determine areas to improve compared to
standards for educators and student learning. Assess three types of
evidence: (a) teaching practices based on educator standards,
(b) whole-class and lowest-median-highest student performance
based on academic standards that guide subject learning, and
literacy standards that guide tasks to prove learning, and (c) student
participation and learning environment evidence (observations,
ongoing student feedback, anonymous student surveys, etc).
Reason inductively from assessment conclusions to define an
inquiry question that addresses areas most in need of improvement.)

3. Learn

3. Research/Learn from professional/credible sources for practical

answers/insights to improve targeted areas.

4. Plan
(connect learning to
perception of realities)
5. Try and gather evidence
(connect learning to world)
6. Post assess from
evidence. (Connect/define:
What learned well?
What remains to learn?)
7. Reflect
(Process/connect entire
learning experience for
more efficient and
effective recall in future)

4. Incorporate learning into a plan. (Teachers in the Master of

Education Program improve lesson plans.)
5. Implement plan and gather comparable a-b-c evidence.
6. Post-assess from evidence.
Valid, developmental assessment requires evidence that provides
direct comparisons of a-b-c evidence from multiple perspectives.
7. Reflect. Process the entire learning experience from the
personal perspective to strengthen brain connections for more
efficient and effective learning next time: What actions/attitudes
worked best/least to learn efficiently and effectively? What are my
next learning steps in this area?

WTS 7 and 8

Page 3

Learning Step 1: Expand Perspectives (Start with Standards for the Profession)
Learning Step 2: Assess Evidence Compared to Standards to Define Areas to Improve
Educator Standards
Targeted Descriptors from Wisconsin Standards for Teacher Development and Licensure
The descriptors listed for each Wisconsin Teacher Standard (WTS) on this page
originated from the Wisconsin Department of Public Instruction website.
Areas emphasized during EDUW 693 are preceded by a rather than a symbol.
Underlined text indicates two areas in each standard that emerged as most in need of
improvement after studying the descriptors and self-assessing current teacher performance.
Wisconsin Teacher Standard (WTS) 7: Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
Knowledge
The teacher understands learning theory, subject matter, curriculum development, and
student development and knows how to use this knowledge in planning instruction to meet
curriculum goals.
The teacher knows how to take contextual considerations (instructional materials,
individual student interests, needs and aptitudes, and community resources) into account in
planning instruction that creates an effective bridge between curriculum goals and students'
experiences.
The teacher knows when and how to adjust plans based on student responses and other
contingencies.
Dispositions
The teacher values both long-term and short-term planning.
The teacher believes that plans must always be open to adjustment and revision based
on student needs and changing circumstances.
The teacher values planning as a collegial activity.
Performances
As an individual and a member of a team, the teacher selects and creates learning
experiences that are appropriate for curriculum goals, relevant to learners, and based upon
principles of effective instruction (e. g. that activate students prior knowledge, anticipate
preconceptions, encourage exploration and problem-solving, and build new skills on those
previously acquired).
The teacher plans for learning opportunities that recognize and address variation in
learning styles, learning differences, and performance modes.
The teacher creates lessons and activities that operate at multiple levels to meet the
developmental and individual needs of diverse learners and help each progress.

WTS 7 and 8

Page 4

The teacher creates short-range and long-term plans that are linked to student needs and
performance, and adapts the plans to ensure and capitalize on student progress and motivation.
The teacher responds to unanticipated sources of input, evaluates plans in relation to
short- and long-range goals, and systematically adjusts plans to meet student needs and enhance
learning.
Wisconsin Teacher Standard (WTS) 8: Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the learner.
Knowledge
The teacher understands the characteristics, uses, advantages, and limitations of
different types of assessments (e.g. criterion-referenced and norm-referenced instruments,
traditional standardized and performance-based tests, observation systems, and assessments of
student work) for evaluating how students learn, what they know and are able to do, and what
kinds of experiences will support their further growth and development.
The teacher knows how to select, construct, and use assessment strategies and
instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The teacher understands measurement theory and assessment-related issues, such as
validity, reliability, bias, and scoring concerns.
Dispositions
The teacher values ongoing assessments as essential to the instructional process and
recognizes that many different assessment strategies, accurately and systematically used, are
necessary for monitoring and promoting student learning.
The teacher is committed to using assessment to identify student strengths and promote
student growth rather than to deny students access to learning opportunities.
Performances
The teacher appropriately uses a variety of formal and informal assessment techniques
(e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects,
student self-assessments, peer assessment, and standardized tests) to enhance her or his
knowledge of learners, evaluate students progress and performances, and modify teaching and
learning strategies.
The teacher solicits and uses information about students' experiences learning behavior,
needs, and progress from parents, other colleagues, and the students themselves.
The teacher uses assessment strategies to involve learners in self-assessment activities,
to help them become aware of their strengths and needs, and to encourage them to set personal
goals for learning.
The teacher evaluates the effect of class activities on both individuals and the class as a
whole, collecting information through observation of classroom interactions, questioning, and
analysis of student work.
The teacher monitors his or her own teaching strategies and behavior in relation to
student success, modifying plans and instructional approaches accordingly.
The teacher maintains useful records of student work and performance and can
communicate student progress knowledgeably and responsibly, based on appropriate indicators,
to students, parents, and other colleagues.

WTS 7 and 8

Page 5

Wisconsin Educator Effectiveness Expectations

The guiding source for defining expectations from pre- and post-assessment perspectives
was Danielsons Enhancing Professional Practice: A Framework for Teaching (2007). Eight
tables in Artifact A summarize teaching expectations related to instructional design and
assessment. Tables 2, 3, and 4 address instructional design elements related to outcomes,
learning process, and student engagement, respectively. Tables 4, 5, 6, and 7 address assessment
design for learning, teacher assessment practices, and student participation and practices related
to formative assessment. Each table shows pre- and post-assessment results.
Student Performance Standards
Artifact D, Tables 8 and 9, show pre- and post-assessments of student performance for
the targeted subject of instruction during the guided seven-step process. These assessments were
based on two sets of standards. National Science Education Standards guided content
expectations. Wisconsin Common Core State Standards for Literacy in All Subjects guided
expectations for tasks that expressed learning.
Student Participation (Learning Environment) Expectations
See Artifact A, Tables 5, 6, and 7. Table 5 references Danielson Framework assessments
that included learning environment aspects. Tables 6 and 7 draw from WTS 8 expectations that
relate to self-assessment participation and practices among students.
Analysis Conclusion and Essential Question to Guide Research
The chart below summarizes findings in light of the essential question guiding
professional growth for the EDUW 693: How do I improve instructional design and assessment
to achieve each students developmental capabilities through confident and independently

WTS 7 and 8

Page 6

competent learning? The visual below shows the analysis, interpretation, and conclusion steps
for reasoning inductively to a logical inquiry question best suited to my areas to improve:
Reasoning to a Valid Inquiry Question Based on Assessed Evidence
1. Analysis Step of Inductive Reasoning
Gathered Data for Analysis, Grouped by Type of Evidence:
Key Idea Representing
Next steps transferred from each pre-assessment at Artifact A.
Each Area to Improve
Instructional Design: underlined WTS 7 planning lessons descriptors (Pg. 3) Plan for diverse learning,
a. The teacher plans for learning opportunities that recognize and
learners, and learning tasks
address variation in learning styles, learning differences, and
performance modes.
b. The teacher creates lessons and activities that operate at multiple
levels to meet the developmental and individual needs of diverse learners
and help each progress.
Instructional Design: next steps for Appropriate Outcomes (Table 1)
Aware of differentiation.
Area to Improve: Increased focus on the different levels and types of
learners in my classroom. Once focusing on these different learners then
will diversify teaching to meet all needs.
Instructional Design: next steps for Optimal Learning Processes (T.2)
Aware of differentiation.
Area to Improve: Make sure that all lesson plans and activities are
meeting the diverse needs of my students.
Instructional Design: next steps for Designing Engaged Learning (T.3)
Increase participation.
Area to Improve: Include all students in discussion, and make sure that
discussions are meaningful.
Assessment Design: underlined WTS 8 descriptors (Entry Pages 3-4)
a. The teacher evaluates the effect of class activities on both individuals
and the class as a whole, collecting information through observation of
classroom interactions, questioning, and analysis of student work.
b. The teacher monitors his or her own teaching strategies and behavior
in relation to student success, modifying plans/instruction accordingly.
Assessment Design: next steps for Designing Student Assessment
(Table 4). Area to Improve: Use assessment results to plan for future
and not for the class only but also for the necessary individuals.

Gather individual/whole
evidence while teaching
and use to alter teaching
accordingly

Current Student Performance in Literacy Skills (Table 9)

Area to improve: Better understanding of writing rules.

Better understanding of writing

rules.

Student Participation: next steps Related to Instructional (Formative)

Assessment (Table 5). Areas to improve: Increase feedback to students,
increase the pace in which feedback is given and use feedback to
improve educational approach.
Student Participation (Danielson): next steps Related to Assessment
Practices (Table 6). Area to improve: Increase understanding of why
formative assessments are happening, how they assist student learning.
Student Participation (WTS 8) next steps Related to Assessment Practices
(Table 7). Area to improve: Increase understanding of formative
assessment to benefit student learning.

Increase feedback

Use assessment for future

planning, class and
individual planning
Current Student Performance in Academic Subject (Table 8)
Attention to low student
Area to improve: Ways for low students to progress in subject knowledge. progress

Understanding of assessment

Understanding assessment.

WTS 7 and 8

Page 7

2. Interpretation Step of Inductive Reasoning. Group key idea words into one/two focus topics.
Increase my ability to differentiate so that all students understand and appropriately use assessment
results.
3. Draw a Conclusion:

The general question guiding professional growth for this process: How do I improve
instructional design and assessment to facilitate independent competence in achieving each
students developmental capabilities?
The specific inquiry question that emerged from my pre-assessments: How do I increase
student understanding of assessments and help them use assessments to improve themselves.

Learning Step 3: Research to Find Answers/Insights

Introduction
Assessment is an important area of focus when attempting to increase academic successes
of students in the classroom. How does the teacher use assessment to attain this goal? The
research showed that to improve student outcomes, alignment and actions are key elements.
Different strategies focusing on an attempt to increase student success may not boost students to
their current grade level capabilities in one unit, but it should help close the gap
Research Summary
Formative assessment is something that should be happening throughout classrooms for
every age. Goodrich (2012) listed five strategies (as cited in William, 2011) that are meant to
improve student learning. The article provides information on exactly how to improve and
correctly implement formative assessment in a classroom through five easy steps. The steps are
as follows: (1) clarifying and sharing, and understanding learning intentions and criteria for
success, (2) engineering effective classroom discussions, activities, and learning tasks that elicit
evidence of learning, (3) providing feedback that moves learning forward; (4) activating learners
as instructional resources for one another, (5) activating learners as owners of their own learning

WTS 7 and 8

Page 8

(p. 1). Understanding and implementing these steps into their classrooms teacher have the
opportunity to improve student assessment and through that improve student performance.
These steps have been simplified and could be put in place at any point during the school
year. For step one, teachers need to make sure that students are aware at each step what is
expected of them so they can give the best possible answers or work possible. This could happen
through giving students daily or subject objectives when they enter the classroom, or when the
teacher switch subjects. Next, teachers need to make sure that students are gaining the necessary
content through the different teaching methods they implement in their class. Teachers can
monitor this easily by monitoring the objectives they are setting for students. If students are
meeting these standards, then teachers are implementing activities that are appropriate for
learning in the subject at hand. If they are not meeting the objectives for the subject, then the
teacher needs to begin to work with different methods or strategies to increase their abilities to
meet these standards. After, the teacher need to provide feedback to the students that is
meaningful regarding the assignment. This feedback can instantly be meaningful if a teacher
references it back to a standard or objective students are striving for or have accomplished again,
connecting to the first two steps. Once the teacher successfully does the first three steps, and
shows students how to provide appropriate feedback, that helps teachers learn. Then they can
introduce step four which allows them to become resources for one and other. The students can
model feedback and assistance around what they have learned from their teacher, which is
directly tying it to the objectives that have been laid out, and helps the person either meet the
objective or boost them in hopes to help them meet the objective. The final step can be the most
difficult; it makes the student responsible for and proud of their own work. The students can then
take personal responsibility for getting helpful and positive feedback from their teacher and their

WTS 7 and 8

Page 9

peers, and apply it to their own work. They can self-reflect on their work and tie that reflection to
the standards and objectives that the teacher has laid out. Just like they would do for a peer, or a
teacher would do for them, they can evaluate growth and see how to continue to grow, or they
can praise themselves for growth that allowed them to meet standards or objectives at hand.
Following these five steps teachers are increasing students chances to understand standards,
help their peers and most importantly helping them become fearless learners.
Nicol and Macfarland-Dick (2007) gave seven principles that can improve assessment
effectiveness through quality feedback. These seven principles are of similar nature to
Goodrichs five strategies given above. However, the one principle that is different and should be
focused on is principle six which stated, Provides opportunities to close the gap between current
and desired performance. This principle is different from the above strategies because its
focused beyond assessment, and instead looks at the wide range of results and performances
from students. It then aims to have all students succeed at least at their current grade level. Nicol
and Macfarland-Dick recommended five strategies within principle six to minimize barriers
struggling students face when they do not believe in themselves. Closing this barrier is possible
if the five ideas in principle six are followed and implemented into the classroom. A teacher
could use one or many of these strategies, depending on the students who have struggled in their
classroom. However, a teacher would only want to use one strategy at any time for any one
student to understand the success or failure of the strategy. The five strategies are (1) provide
feedback on work in progress and increase opportunities for resubmission, (2) introduce twostage assignments where feedback on stage one helps improve stage two (Gibbs, 2004),
(3) teachers might model the strategies they would use to close a performance gap in class (e.g.
model how to structure an essay when given a new question), (4) specifically provide some

WTS 7 and 8

Page 10

action points alongside the normal feedback provision, and (5) involve students in groups in
identifying their own action points in class after they have read the feedback on their
assignments (pp. 212 - 214). The latter strategy would integrate feedback into the teaching and
learning process, and involve the students more actively in the generation and planned use of
feedback.
Each strategy could be implemented in one of the five activities. Strategy one would look
like going around and talking to students during work time, or providing comments on
homework, quizzes, and test and having students correct errors. Strategy two would be having
every assignment broken into a minimum two steps. After each step the student would get
feedback from the teacher to then complete the next step as well as correct errors in previous
steps. These steps could be done as in-class, or homework, or a combination of the two. Strategy
three would be a teacher giving a student a model or strategy to follow for assignments or
writing assignment. A Science teacher could provide a lab report outline that students would
follow to successfully complete the lab. Strategy four would increase the use of feedback given
to students by providing specific ways to correct mistakes. The final strategy would get students
to assist one and other. This would be grouping students in one of two ways: the first would be to
group students by similar struggles so that teachers can assist small groups with one problem.
The second grouping strategy would be to group students who do and do not understand the topic
at hand to help each other learn and grow. These strategies combined with steps suggested by
Goodrich (2012) provide specific ways to increase student understanding through assessments.
Eberly Center for Teaching Excellence (2015) explained why assessments, learning
objectives, and instructional strategies need to be aligned. Starting with the assessments
themselves there can be a guarantee that the assessments are aligned with the content. However,

WTS 7 and 8

Page 11

that can only get the assessments to improve, but does not guarantee that students will learn
more. Student growth is the ultimate goal and why teachers assess, so if teachers aligned
assessment, learning objectives, and instructional strategies to their students they are beginning
to work towards the ultimate goal of student growth. Each assessment that a teacher assigns asks
the students to go to one of the levels in Blooms Taxonomy, and the Eberly Center has given
different examples of assessments that will meet the different levels. Being able to understand
what a teacher asked, and what type of response they looked for students can give different
answers. Also, by having the different levels attached to different activities, the teacher can
differentiate the assessments. This can happen by changing the type of question or response that
is needed. Teachers can also see what happened when these three things do not align. Knowing
what happened when alignment is not taking place, teachers can watch for these things and
adjust one of the three pieces of the puzzle when necessary.
To see this in action in a classroom it would be a process. First, the teacher must be
aware of objectives that they are giving to students, and then also make students aware of these
objectives. Once the teacher is aware of the objectives that students must meet for the lesson,
they would have to decide how to give the content. For example, if they looked for students to
simply recall vocabulary definitions in a unit on the cell, they would focus their lesson around
the vocabulary words and the definitions. They would have given the students the words and
then the definitions. After doing this they would have practice these words on a repeating basis
throughout the class, but each time they practiced them they would have done it a different way.
An example would be to first have student write the word and definitions, then have the students
recite the words and definitions with a classmate, then have a matching activity where students
have a set of each word and definition and match them together, and finally, they could use an

WTS 7 and 8

Page 12

electronic tool such as Quizlet to have students practice the words at home. The final step is
student would have been assessed on these words. The teacher would first have looked at the
assessment for recall and no other skills, as that is what the objectives and instructional activities
were prior to the assessment. Second, they would have looked at the assessment, and the
assessment would have been aligned and made sure that all levels of learners in their classroom
can meet the objectives through the assessment, and if they cannot then they will have
differentiated were necessary. The final step is the teacher would have given the assessment and
evaluated student results and seen what step would need to be taken next. That could be going on
or re-teaching the previous content to get the students to the necessary level of Blooms.
A teacher guidance document published by the Bureau of Exceptional Education and
Student Services Florida Department of Education (2004) defined what an accommodation is,
who can receive them, and how they would look in different situations (pp. 45 - 53). The only
students who should have received accommodations are the students with an IEP (Individual
Education Plan). They are entitled to the highest possible level of instruction in classrooms.
There are five types of accommodations that can be made for students: (a) presentation, (b)
response, (c) schedule, (d) setting, and (e) assistive technology. These five areas cover different
sections of the students day, but not every student will receive accommodations in each area.
What accommodations a student can receive will be spelled out in their IEP. These
accommodations are implemented to assist the student and for an educator typically do not
require large amounts of work, but turn into large amounts of gain for the student.
These five types of accommodations can be part of a classroom as long as the teacher
understands how they may work (Bureau of Exceptional Education and Student Services Florida
Department of Education, pp. 45 - 53) The first strategy of presentation is deciding if the student

WTS 7 and 8

Page 13

can be succeed in learning the way the teacher instructed the class. If not, then an
accommodation to the presentation must happen. The accommodation would vary depending on
the disability, but for a more common disability like a low reading level, the accommodation
may be for the assessment to read the assessment aloud to the student as long as teachers are not
testing reading, or to have the student read the assessment aloud to themselves. The second area
that accommodation can be is for the type of response. Again, if we are looking at the low
reader, an accommodation for type of response could be to read aloud to make sure that the
student understand the question, or allow the student to decide if they would rather present their
answer orally. These are two of many accommodations that could take place for a struggling
reader. The third type of accommodation is schedule, and again we will look at the struggling
reader. For a schedule accommodation, teachers may have given the struggling reader more time
so that they can reduce the tension from trying to reader faster than they are currently capable. A
second accommodation for time could be if they broke up a test into smaller sections. This
accommodation would again relieve stress from a difficult task for our struggling readers. The
fourth accommodation is setting for the student. For an accommodation for our struggling reader
in the setting strategy teachers would have them test in a separate location. This way they do not
know when their classmate are finishing and do not feel bad if the assessment takes them longer
than their peers. The final accommodation comes from assistive technology and how this could
benefit our struggling reader. For this the student may have listened to the passage that is going
to be on the test, or they may use a tape record to record their responses to the reading passage so
that they can do it on their own. These five strategies can be used and must be used in different
situations for different students, but being aware of these strategies will help all students in the
classroom.

WTS 7 and 8

Page 14

Research Conclusion
When trying to improve assessment, as well as making the students more responsible for
their education, struggles are expected. However, if educators are challenging students
appropriately, they will be able to help them see past these struggles to the point of success. To
challenge students successfully, teachers must align their instruction and objectives to
assessments that are given at appropriate times. Lastly, assessment will improve when the
students become their own greatest activist in their education. However, that action happens
only when students learn how it can happen and realize why it should happen. That
understanding is reached through the increased conversations from improved assessments and
responses that accompany these assessments.
Research Implications for Implementation in Planning and Instruction
The essential question guiding professional growth for this process: How do I improve
instructional design and assessment to achieve each students developmental capabilities
through confident and independently competent learning? My specific inquiry question: How do
I improve my ability to use formative assessments to improve students performance?
Answers/insights from research and course learning that I plan to apply in planning and
instruction for my targeted learning unit:
1) First, align assessment, instruction, and objectives.
2) Make sure that all students needs are being meet.
3) Plan instruction so students take charge of their education through better understanding of
assessment.
4) Increase the quality of assessments through by making sure that what is taught, is what is
being asked, and that both represent the same levels of Blooms Taxonomy.

WTS 7 and 8

Page 15

Learning Step 4: Plan, Incorporating Answers and Insights from Research

Artifact B shows improved lesson planning evidence. Artifact C shows improvements
associated with the assessment criteria, tools, and practices connected to the targeted lesson.
Artifact D tables show before-after assessment of targeted objectives that guided alignment of
current student abilities to logical instructional starting points and alignment of potential
capabilities to summative objectives.

Learning Step 5: Implement Plan and Gather Evidence

Artifact E has student work samples examples with comments that explain how new
instructional design and assessment practices affected student learning. Other evidence related
to instruction, student performance, and learning environment is in the post-assessment notes in
Artifact A.

Learning Step 6: Post Assess Evidence Compared to Pre-assessments and Standards

See Artifact A, which uses italicized type to distinguish post assessment information
from pre-assessment information.

Learning Step 7: Reflections

Learning Process Reflection
The learning process addressing WTS 7 and WTS 8 focused on improving standardsbased instructional design and assessment to achieve each students developmental capabilities
through confident and independently competent learning. My specific area of inquiry that
guided growth: How do I improve instructional design and assessment to achieve each students
developmental capabilities through confident and independently competent learning? Postassessments summarized my learning outcomes: instructional changes and what worked and did
not work for students. This reflection examines my growth as a learner through a guided

WTS 7 and 8

Page 16

learning process and ending with independent learning. Within the steps of the seven-step
learning process, I summarized significant changes in actions and/or attitudes that achieved more
efficient and effective learning: During my seven-step learning process there was some
significant growth that I saw in myself and my students. The first place I saw growth was with
my self-growth through incorporating the seven step processes in my teaching. The biggest
growth that I saw was my ability to understand students during a lesson and make in class
adjustments. I was able to do this by better understanding the standards that students were
attempting to meet, and by having this stronger understanding I was more capable of seeing
when students were not meeting the standards. Seeing this, I could adjust what I was doing and
start to focus myself and students to make sure they were meeting the necessary standards. The
growth I saw in my students during this process was that my students were improving their
overall understanding of the subject. This greater understanding was seen through: more notes
being taken outside/inside of class, more homework being done, homework/class work is being
done at a level that is closer to grade level, writing being more detailed, complete and closing the
gap with grade level writing standards. My students growth was exciting to see as I now know
that their growth that needs to happen is happening. It also shows that my students are ready to
be challenged, and as an educator I am excited to see the growth that they continue to show
through using the seven-step process in my planning.
My Seven-Step Learning Process:
1. Expand my perspectives based on educator and student standards: Before, I used to
start a unit by simply looking a lessons individually making sure that students got the necessary
information for that one section. After, I now look at the chapter as a whole to make sure that I

WTS 7 and 8

Page 17

can place the necessary standards into the chapter, and make sure that students are able to
connect the content to these standards.
2. Assess my current effectiveness based on evidence compared to standards to define
areas to improve: Before, I would simply use my textbook and what was there for each section
never looking at the whole picture even for the grade the students were in. After, I look both
vertically and horizontally with the standards to know where my students current abilities are and
try to get them to close the gap with where their grade should be. Also, I have worked on finding
ways to improve assessment to better understand students' current levels as well as progression
that they have made.
3. Research professional sources to find practical answers: Before, this was not part of
my teaching in any way unless it was needed for a class or for my school. After, I do this
frequently when I have a student(s) who are struggling. Trying to find ways to help them better
grasp the current topics we are discussing.
4. Incorporate learning into a plan: Before, my planning was more short term what was
happening that day or maybe that week. After, my planning has become more encompassing:
Looking at standards, current student levels, and looking at accommodations that may need to be
made to make sure that all students are reaching the highest level of achievement possible.
5. Implement plan and gather evidence: Before, the only evidence I gathered was grades
that were going into the grade book. I made all decisions based off of this. After, I am gathering
formative and summative assessments constantly throughout my class periods. This has allowed
me to make adjustments in the middle of a class period rather than the next day or the next year
when I teach the lesson again.

WTS 7 and 8

Page 18

6. Assess evidence compared to pre-assessment results and standards: Before, there was
very little pre-assessment that went on so I was not seeing growth in student. The only thing I
could go off of was the prior unit. After, I now go off of the previous unit as well as a pre-test
that I give for each chapter. This now allows me to make a pre and post-assessment based off of
the standards for the chapter and I can see any growth that is taking place. I can also see which
standards are not being met and can go back and re-teach.
7. Reflect on my growth as a learner: Before, I never reflected. As a new teacher I was
simply looking to keep myself moving forward. After, I now reflect at least once a week. This
allows me the chance to see how my class is going as well as seeing the growth that is or is not
taking place. Knowing these things I can constantly make adjustments where they are needed
and I can be a more successful teacher for my students.

My Next Steps for More Efficient and Effective Learning)

1. The first thing that I need to improve upon is my understanding of the standards. This
year is my first year teaching science so I need to improve my grasp on these standards to make
sure that my students are actually meeting them.
2. Second, I need to improve my ability to assess students. I need to better understand
how to apply the knowledge that I gain from these assessments to make sure that all students
continue to move forward in their learning.
Professional Practices Reflection
This reflection focuses on those practices that proved to be of greatest benefit in
answering the essential question that guided EDUW 693 learning: How do I improve
instructional design and assessment to achieve each students developmental capabilities
through confident and independently competent learning?

WTS 7 and 8

Page 19

Changed Teaching Practices Resulting in Most Benefit to Students, with Evidence

1. Continual formative assessment. In previous chapters I assessed students once per
section (end of section questions). This has increased to at least four times per section (notes, end
of section questions, group worksheet in class, and end of section quiz). Results: students
average test scores on chapter 1-2 was 74% while chapter test 3 average score was a 79%.
2. Increased direct instruction. Before, students took notes on their own that were never
checked off and student work was graded by me. After, students notes were checked after each
section, and after being checked, more notes were taken together in class to make sure that all
students had the most important information. Second, student now grade their own work which
allows them to make any corrections that are needed so that they have all the necessary content
for chapter test. Results: students average test scores on chapter 1-2 was 74% while chapter test 3
average score was a 79%. Also, late work decreased from 5-6 students per assignment to 2-3
students. Students stated that they felt more confident when working on homework or class work
due to a greater understanding of the content.
Changed Teaching Practices Resulting in Least Benefit to Students, with Evidence
1. The one tool that I tried was having a morning question each day for students to
answer. This was not as successful as I hoped as many students did not answer the question or
did not write down the correct answer to have it as a study tool. Going forward I will just need to
find a way to make this question become a priority for students to complete or correct.
2. The other practice I tried was to have students be more active and move in their
learning. For my students this did not work very well as whenever we transitioned from a
moving activity back to our seats at least 2-3 minutes of class time was lost. For me to make this
more effective I would have to find a way to decrease that transition time.

WTS 7 and 8

Page 20

My Next Steps for Improving Teaching Practices

1. First, is to continue to work on assessment. I have improved in this area, but need to
continue to improve my ability to give quality feedback to students. This area of quality feedback
is where I continue to struggle in my teaching.
2. Second, I need to continue to improve my assessments connection to the standards so
that was I am assessing my students on is actually connecting to what they need to be learning.
As I transition this year to teaching science for the first time I just need to make sure that all my
assessments are lining up with the standards that need to be understood.

WTS 7 and 8

Page 21

References
Bureau of Exceptional Education and Student Services Florida Department of Education. (2004).
Assessment for the diverse classroom: A handbook for teachers. Retrieved from:
http://www.fldoe.org/core/fileparse.php/7690/urlt/0070083-assess_diverse.pdf
Eberly Center: Teaching Excellence and Educational Innovation. (2015). Whys and hows of
assessment. Retrieved from: https://www.cmu.edu/teaching/assessment/basics/
alignment.html
Goodrich, K. (2015). Dylan Williams & the five formative assessment strategies to improve
student learning. Retrieved from https://www.nwea.org/blog/2012/dylan-wiliam-the-5formative-assessment-strategies-to-improve-student-learning/
Nicol, D. & Macfarlane, D. (2006). Formative assessment and self-regulated learning: a model
and seven principles of good feedback practice. Retrieved from http://www.tandfonline.
com/doi/abs/10.1080/03075070600572090#aHR0cDovL3d3dy50YW5kZm9ubGluZS5jb
20vZG9pL3BkZi8xMC4xMDgwLzAzMDc1MDcwNjAwNTcyMDkwQEBAMA==
Williams, D. (2011, May 25). Embedded formative assessment. Bloomington, Indiana: Solution
Tree.

WTS 7 and 8

Page 22

Artifacts
To locate Artifacts A, B, C, D, and E, open the WTS 7-8 Artifacts for Guided Learning
Process document posted with this entry. Due to the need to reduce volume to post the entry
online, the two documents were separated.
To locate the Artifacts from the independent learning process, open the WTS 7-8
Independent Learning Process and Evidence document.