Standard8

@Standard1 | @Standard2 | @Standard3 | @Standard4 | @Standard5 | @Standard6 | @Standard7 | @Standard8 | @Standard9 | @Standard10 Home **Standard 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 pupil. //

**Evidence 1: Glogster Rubric [|Glogster Lesson Plan Rubric.docx]**

**Rationale 1:** In mathematics, it is easy to use paper and pencil tests to monitor student progress. While this is an effective tool to show students understand concepts, when it comes to applying those concepts varying assessment methods is beneficial. This project uses Glogster, which is an online interactive poster creator. The students are to create a lesson that shows their understanding of a concept. They have to define a clear set of objectives, include proper examples, story problems, vocabulary and explanations. Some sort of media creation such as pictures or video tutorials need to be included in this. One of the best ways to retain information is to teach it to others, which this project is designed to do. They also have to come up with reinforcement examples to assess the readers’ understanding. It is another form of assessment for me to see how well they understand lessons that are assigned to them and how thorough they are in passing that knowledge on. I will assign them lessons that they struggle with based on test scores and previous evaluation. This will require them to deepen their understanding of that concept enough to teach others. While I am familiar with being graded by rubrics, I have never really used rubrics in class. This rubric I created which shows a clear evaluation of what I am looking for with this project. I plan on using more rubrics because they effectively communicate the objectives of the alternative assessments. With this assessment, students will need to score a certain mark in order for me to allow them to use it to teach others. Furthermore, certain content related objectives on the rubric need to receive higher marks in order for the correct knowledge to be passed on to other learners. Students enjoy this assessment because they don’t hear the word test and automatically are less stressed. They also innately focus more on the creation and don’t even realize until after how much of the content and aspects they are being assessed on.

**KSD**

// 8.K.1 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. //

Mathematics classes often allow teachers to become complacent in their assessment strategies, which is detrimental to student application of concepts. This project requires students to show understanding advanced enough to teach others. They also need to incorporate every aspect of the concept including explanation of processes with proper vocabulary in order to score well. Some of these aspects are not included in traditional testing methods and need to be addressed by the teacher. This will also incorporate technology, which can be evaluated as well.

// 8.S.1 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, students 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. //

During this process, part of the grade will require other students to learn through the lesson. They need to try the reinforcement to assess their understanding and evaluate each other’s work. The lesson creator will then be able to make the necessary changes to create a more effective lesson based on their students’ work, just like real teachers. Creating projects like this and diversifying the assessment processes in the class requires students to show they fully understand the concepts in order to apply it a variety of settings.

// 8.D.2 The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities. //

The rubric classifies many specific parts that go into this project. By grading each part, the student can clearly see the areas in which they need to improve or do well with. By allowing them to try to make those immediate improvements, they can understand the root of their mistakes much better and retain that information for future content.