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    Justification of Artifacts Domain B

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    This document justifies three artifacts chosen for the domain of assessing student learning. Artifact 1 is an explanatory essay outline and resources that were used to model and scaffold the writing process. Artifact 2 is a student sample that demonstrates understanding of the writing prompt and inclusion of all required elements. Artifact 3 is a formative assessment used to check student understanding of annotation and paragraph writing, which informed further instruction. The artifacts were selected because they show the modeling, student demonstration of learning, and formative assessment process used to teach explanatory essay writing.

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    Justification of Artifacts Domain B

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    78 views5 pages
    This document justifies three artifacts chosen for the domain of assessing student learning. Artifact 1 is an explanatory essay outline and resources that were used to model and scaffold the writing process. Artifact 2 is a student sample that demonstrates understanding of the writing prompt and inclusion of all required elements. Artifact 3 is a formative assessment used to check student understanding of annotation and paragraph writing, which informed further instruction. The artifacts were selected because they show the modeling, student demonstration of learning, and formative assessment process used to teach explanatory essay writing.

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    This document justifies three artifacts chosen for the domain of assessing student learning. Artifact 1 is an explanatory essay outline and resources that were used to model and scaffold the writing process. Artifact 2 is a student sample that demonstrates understanding of the writing prompt and inclusion of all required elements. Artifact 3 is a formative assessment used to check student understanding of annotation and paragraph writing, which informed further instruction. The artifacts were selected because they show the modeling, student demonstration of learning, and formative assessment process used to teach explanatory essay writing.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    78 views5 pages

    Justification of Artifacts Domain B

    Uploaded by

    api-463193062
    This document justifies three artifacts chosen for the domain of assessing student learning. Artifact 1 is an explanatory essay outline and resources that were used to model and scaffold the writing process. Artifact 2 is a student sample that demonstrates understanding of the writing prompt and inclusion of all required elements. Artifact 3 is a formative assessment used to check student understanding of annotation and paragraph writing, which informed further instruction. The artifacts were selected because they show the modeling, student demonstration of learning, and formative assessment process used to teach explanatory essay writing.

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    Running Head: ASSIGNMENT 4A-JUSTIFICATION OF ARTIFACTS

    Assignment 4A-Justification of Artifacts:Domain B

    Monica Tepozano

    National University

    In partial fulfillment of the requirements for

    Capstone TED 690

    Clifton E. Johnson
    ASSIGNMENT 4A-JUSTIFICATION OF ARTIFACTS 1

    Abstract

    This assignment serves to justify the three artifacts chosen for Domain B: Assessing Student

    Learning; Artifact #1: Explanatory/Informative Essay Outline and Teacher Resources, Artifact

    ​ rtifact #3: Formative Assessment.


    #2: Explanatory/Informative Essay Student Sample ​, A
    ASSIGNMENT 4A-JUSTIFICATION OF ARTIFACTS 2

    Artifact #1: Explanatory/Informative Essay Outline and Teacher Resources

    I selected this artifact because these were my ICEC paragraph examples and my

    annotated outline that I modeled, in preparation for the students to write their own

    explanatory/informative essay as a summative assessment. These were important to the student’s

    preparation because I modeled what they were expected to do, and decreased the amount of

    scaffolding, as the students became more comfortable with the paragraph style. The first ICEC

    paragraph response had more support, with me providing more sentence stems and academic

    vocabulary, such as transition words and phrases. As I continued the unit, my ICEC paragraphs

    have less and less support, in preparation for the students to write their essay independently. By

    gradually removing the added levels of support, I felt that I adequately prepared my students to

    continue to develop their written language skills, while also preparing them to independently

    write. In using an essay to assess a student’s learning I was focused on, “checking for

    understanding and allowing students to consolidate their thinking” (Fisher and Frey, 2014, p.

    116).

    The annotated outline, gave me an opportunity to explain how I would be assessing their

    writing, and what components I would be looking for in their essay. I color coded the different

    parts of the ICEC paragraph format, to make it more visual for students. In this way, they were

    able to self-assess and make sure that they had included all of the pieces of the paragraphs in

    their essays. This was an effective way of keeping track of who was on track, during the

    independent writing process.


    ASSIGNMENT 4A-JUSTIFICATION OF ARTIFACTS 3

    Artifact #2: Explanatory/Informative Essay Student Sample

    I chose this artifact because this is a finished explanatory/informative essay that was

    turned in from my third period. What you will note in this student sample is the way in which the

    student highlighted her essay, to ensure that she had all of the pieces needed in her essay.

    The student sample in the artifact, really highlights one of the many different ways that

    students demonstrated their understanding of the essential question of the unit. She utilized the

    various texts from the unit, and used text examples to support her controlling idea. She had

    strong transitions, and she included all of the components from the outline.

    In addition, this artifact is important because my master teacher told me the importance

    of providing feedback for students. I provided feedback for the student that was “aligned to the

    prompt” (Fisher and Frey, 2014, p.76).

    Artifact #3 ​ ​Formative Assessment

    I chose this artifact because this was the article I utilized for my TPA 4. I used this article

    as a formative assessment to check for my students understanding of the annotation process,

    close text reading and writing ICEC paragraphs. I utilized this short article before beginning a

    new unit, so I could see where my students all were, so that I could adjust my teaching strategies

    and student learning activities accordingly. As a result of this formative assessment, I learned

    that many of my students were having difficulty making connections to the text, as well as using

    text evidence to support their thinking.As Fisher and Frey (2014) state, “ analyzing student

    writing is a great way for teachers to determine what their students know” (p. 62). This formative

    assessment, helped guide my instruction for the unit. I planned reteaching opportunities of many

    of the areas that students had difficulty with.


    ASSIGNMENT 4A-JUSTIFICATION OF ARTIFACTS 4

    References

    Fisher, D. & Frey, N. (2014).​Checking for understanding: formative assessment techniques for

    your classroom.​Alexandria, VA: ASCD

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