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Abstract
In this paper I will discuss the justification for my artifacts for domain B of the California
Teacher Performance Expectations. Domain B discusses assessing student learning. I will
discuss how the artifacts of exit tickets and an assessment for a Cold War unit I chose for
my PDQP relate to this domain.
gathered during instruction. (CTC, 2013) I dont just collect these tickets and toss them, I
use the information to help drive my instruction and make sure students are learning the
material. I can also check to make sure that all students, including English learners and
students with special needs, are learning the information. Furthermore I dont just use
these at the end of the class period, I will sometime use them after just a lecture to check
for understanding of what we just went over.
Interpretation and use of assessments requires teachers to 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) For this artifact I used a Cold War board game. This is an alternative
assessment. For a teacher to gauge students understanding of material they can design
alternative assessment, often called authentic, comprehensive, or performance
assessment. Examples of these measurements are open-ended questions, written
compositions, oral presentations, projects, experiments, and portfolios of student work.
Alternative assessments are designed so that the content of the assessment matches the
content of the instruction. (Edutopia, 2008) This is why I chose this type of assessment
for my Cold War unit. Students really thrived creating a board game as their assessment
rather then taking the normal test and the creativity they showed was amazing. It also
allowed me to see what the students really knew about the Cold War. I knew that this
assessment was effective, because effective assessments give students feedback on how
well they understand the information and on what they need to improve, while helping
teachers better design instruction. Assessment becomes even more relevant when
students become involved in their own assessment. Students taking an active role in
developing the scoring criteria, self-evaluation, and goal setting, more readily accept that
the assessment is adequately measuring their learning. (Edutopia, 2008) After students
presented their board game they got to play other groups board games helping me score
them. This not only taught them more information from the unit, but it also let them take
an active role in scoring the assessments.
I believe that these two artifacts show that my teaching meets the goals of domain
B in that I use exit tickets to help monitor students learning, and I create alternative
assessments to check what students have learned within a unit.
References:
Commission on Teacher Credentialing, Revisions Adopted, March 2013. California
Teaching Performance Expectations. Retrieved on November 27, 2016 from
http://www.ctc.ca.gov/educator-prep/standards/adopted-TPEs-2013.pdf
Edutopia, What Are Some Types of Assessment? July 15, 2008. Retrieved
on December 14, 2016 from https://www.edutopia.org/assessment-guidedescription
Thompson, Jordan, Teach Like A Champion - Exit Ticket Retrieved on
December 14, 2016 from http://teachlikeachampionjordan.weebly.com/exitticket.html