Standard8

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: Email Rubrics Rationale 1: In computer 5 the students learn how to use email through a series of email interactions with an epal. To help evaluate the students learning and use of email I use rubrics that I have created and obtained through rubistar. I have the student’s carbon copy their emails to me and then assess each step of the process from composing an email, exchanging information with their epal, and replying to emails. By providing the students with a rubric when they start each step of the email process and walking around providing feedback the students are able to successfully learn and practice how to use email and interact appropriately with their epals. The students enjoy the email unit because they are able to use email to interact and exchange ideas with each other, educators, and their epals from different states. I have found the use of email in the classroom to be a very successful unit in getting some of the quiet and less outgoing students to interact with others and myself. I also feel that by providing the students with a formal assessment checklist of what they need for each step of the email and feedback I am able to build their confidence and ability to use email properly to interact with others.

KSD

8. K.2 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

By using rubrics that I have found online, altering other educator’s rubrics, and creating my own I am able to use a rubric as the students formal summative assessment tool. I also use the rubrics to create a checklist for the students as they are composing and learning email to help them see each tool and item that they should be including in the email. By not placing a value on it but making an item to check I am making them aware of the several components they will be assessed on. During the process of learning and using the checklist I also provide the students with feedback in class and through email on the areas that they are missing, need improvement, and going strong. Through these methods I am able to help them be successful when the final assessments are given.

8. S.3 The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to help them to set personal goals for learning.

During the email unit I have students assess themselves through checklists, self-assessment rubrics, and peer feedback to help the students see what areas they need to work on and what areas they show strength and can lead others.

8. D.1 The teacher values ongoing assessment 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 email unit is a yearlong unit in which the students are assessed several times throughout the unit. I have a rubric, checklist, or check-up quiz for several different stages of the unit. During the learning process the students are assessment more frequently to gain understanding and knowledge of each step. During the application phase the students are provided with more informal feedback and peer feedback on continuing and growing strengths, as well as, areas they need to remember to use or show growth. At the end of the email unit the students are able to compare the emails they have composed and see their continued growth and learning over the year. They are then evaluated on an overall understanding of the email process.

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