Artifact Title: Biology Test and Study Guide on Evolution

Date Completed: Spring 2010

Artifact Description:
The following artifact is a test and study guide I created for a unit I developed on the topic of
evolution. The study guide was distributed to the students two days before the test and a Jeopardy-
style review game was played the day before test. The test was given to 60 sophomore/junior
students in a biology class at Mineral Point High School. Students were given 45 minutes to
complete this test. I graded all tests and returned them to students the next day.

ALIGNMENT
Wisconsin Teacher Standard Alignment
This experience best aligns with standard eight of the Wisconsin Teacher Development and
Licensure Standards which states: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and physical
development of the pupil.
This experience aligns with standard eight because I was able to use several strategies to assess
student learning. Prior to this test, I asked students to write down what they knew about evolution,
natural selection, and fitness to gain an understanding of their prior knowledge of the topic. I used
their responses to develop lessons that addressed the areas they were least familiar with, including
misconceptions and respect for others beliefs. I encouraged students to use the information I
would discuss in the unit to educate themselves on a topic that can be very controversial and often
times miscommunicated. Throughout the unit, students were engaged in class discussions and lab
or group activities. If there was confusion about content, I would re-teach the material in a different
way. I understood that the topic can be difficult to understand, and remained unbiased and
sensitive to different beliefs at all times. At times I also asked my cooperating teacher for assistance
on addressing situations that may arise or advise on successful strategies he used in the past. I
created the study guide to give students a general overview of the topic, giving slightly more
detailed points for areas they had previous struggled with. I answered any questions student had
during and after class on the study guide or any other information. The guide was not graded.
I used a different strategy for review while playing the Jeopardy-style game. Students were broken
into two teams and selected questions from several categories. This gave students the opportunity
to work together in a more social setting and discuss the information before answering. Students
were having fun and learning material they may not have understood earlier at the same time.
Students were allowed to asked questions in the first five minutes of class before the test was given
out. Once the test was handed out, I remained available for questions throughout the test. While
students were taking the test, I discovered a few questions were not worded as well as I had
intended or had more than one answer. I made sure to take note of these and make adjustments
while grading. As I graded each test, I gave feedback on incorrect answers or answers lacking key
points. When the students received their graded tests, I went over each question and gave a
description of the answer(s) that were accepted. After going through the entire test, I gave students
the opportunity to ask questions on why they received the grade they did and made changes if
necessary.


UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment
I believe this experience best aligns with KSD3.d. of the UW-Platteville School of Education
Knowledge, Skill, and Disposition Statements which states: The candidate can provide timely, high
quality feedback that is useful to the students in their learning.
This experience aligns with KSD3.d. because I was able to return tests to the students within one
day. Each student also received written or oral feedback on responses that I marked incorrect or
took points off of for lack of essential information. If a student had a question about why they lost
points on a certain question, I reviewed what we learned in class and explained that their responses
was lacking information and could not receive full credit. Because of the nature of the topic, I
wanted to give students adequate time to ask for more feedback if necessary. I also used this time to
clarify information that a large majority of the students seemed to struggle with on the test. I felt
that it was important to give this feedback even after the test to ensure that students were
continuing to learn.

Secondary Alignment:
KSD1.f.: Asses Student Learning, KSD4.b: Maintains accurate records

REFLECTION
What I learned about teaching/learning:
I learned that it is important to assess student learning at all times. If students do not understand
what you are teaching at the beginning of a lesson or unit, they may have difficulties later on and
throughout the entire lesson. It is also important to assess students in different ways. If I were to
only assess students on their test scores at the end of a unit, students would miss out on important
learning experiences and grades would not accurately reflect student progress. Giving the students
opportunities to show what they know and address any concerns also allows for more learning.

What I learned about myself as a prospective educator:
I learned that I have the ability to assess student learning, but I have room for improvement.
Throughout my time in a classroom, I have based my assessment on my cooperating teachers
personal strategies. I would like to develop my own strategies in the future, but having the
experience from other educators is always helpful. When I began this unit and developing
materials, I was somewhat nervous about teaching and assessing learning on a topic that is
frequently debated. I found that I have the confidence and fairness necessary to teach topics like
this and accomplish useful assessment. Grading the tests was also a learning experience. I found
that I need to be very specific in my questioning and reflecting on possible answers while writing
tests. I discovered questions that could have been developed more for better assessment, and will
work on this skill in the future.