ARTIFACT REFLECTION SHEET

NAME: Rose Wagner

DATE: 4/25/2013

MAJOR: Elementary Education K-8

ARTIFACT TITLE: Assessment Driven Instruction Case Study
RELATED COURSE & INSTRUCTOR:
Dr. Ingrid Graves
EDUC 484-401 Assessment in the Remedial Reading Program
RELATED COURSE OBJECTIVE(S):
A. 10.58.501
1. 1c Teacher candidates demonstrate understanding of how students learn and develop, and provide
learning opportunities that support intellectual, social, and personal development.
2. 1d Teacher candidates demonstrate knowledge of how students within different populations,
including Montana American Indians, differ in their approaches to learning and create instructional
opportunities that are adapted to diverse learners.
3. 1j Teacher candidates demonstrate assessment strategies, tools, and practices to plan and evaluate
effective instruction.
B. 10.58.508
1. a Teacher candidates demonstrate knowledge and understanding and use the major concepts,
principles, theories, and research related to the development of children and young adolescents to construct
learning opportunities that support individual students development, acquisition of knowledge, and motivation.
2. b Teacher candidates demonstrate a high level of competence in the use of English Language arts and
demonstrate knowledge, understanding, and use concepts from reading, language, literature, and child
development to teach reading, writing, speaking, listening, and thinking skills, and to help students successfully
apply their developing skills to many different situations, materials and ideas.
3. c Teacher candidates plan and implement instruction based on knowledge of individual students,
learning theory, subject matter, curricular goals, and community.
4. d Teacher candidates demonstrate knowledge and understanding of and use formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social-emotional, and physical
development of each student.

RELATED INTASC STANDARD(S):

Principle 2 Teacher candidates understand how children learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal development.
Principle 3 Teacher candidates understand how students differ in their approaches to learning and create
instructional opportunities that are adapted to diverse learners.
Principle 8 Teacher candidates understand and use formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the learner.

IN THE SPACE BELOW, DESCRIBE THE ARTIFACT AND HOW IT RELATES TO THE
CONCEPTUAL FRAMEWORK OF THE EDUCATION PROGRAM:
The artifact is a case study done on a third grade class over the course of 45 hours observing, assessing, and
teaching in the class under the supervision of the classroom teacher. Throughout the observation diversity
among the students and course materials were addressed through interest surveys and culturally diverse
textbooks. Various student reading assessments were used to collect data on students ability and individual
instructional needs.
IN THE SPACE BELOW, DESCRIBE AND EXPLAIN IN WHAT WAY(S) THIS ARTIFACT
RELATES TO THE COURSE OBJECTIVE(S) YOU ALIGNED IT WITH AND HOW IT
CONTRIBUTED TO YOUR GROWING COMPETENCE IN THE EDUCATION PROGRAM:
Both formal and informal assessments were used to determine individual students learning abilities and
individual learning needs. Research was also done on the city, school district, and school for educational factors
and contributions. Through the assessments I developed two whole group lesson plans for reading and writing
and recommended individual interventions for two of the students. The lesson plans were designed to engage all
learners, and the interventions were to help two low level learners catch up with the rest of their peers. The
lesson plans demonstrated my own abilities to read and speak through the use of classroom discussions and
books read aloud. The lessons were based on state benchmarks and standards in reading and writing for 3rd
grade. I used various teaching strategies with the whole group and provided individual instruction and support
for the two low level students. I also used the data to determine the tier students would fall into on the RTI.