Daniel Swanson

Professor Suk
Education Field Experience Educ 230-01
Fall 2014
Rationale Statement 2
Statement of Standard 6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in examining their own growth, to monitor learner progress, and to
guide the teachers and learners decision-making.

Name of Artifact: Assessments for Lesson plan

Date of Artifact: Fall 2014
Course: Education Field Experience EDUC 230-01
Rationale Statement: Assessments are a teachers way of knowing if their students are
understanding the lessons presented. These are not all just tests or quizzes, and they are not all
for a grade. Some assessments can be classwork or homework. The assessment is not only to
assess the students understanding, but it also assesses the teachers teaching ability.
Assessments must be made for all the students in the class, meaning they cant be too hard to
target the high achieving students, but they need to ask questions that also show that at risk
students understand the material as well. Formative assessments are good for monitoring
progress within the class, and that is the type of assessment that I made. Summative assessments
are go measure the students learning and tend to encompass more than just one lesson.
For my assessment, I made a formative assessment to go along with my lesson plan. It
asks students to complete two Punnett squares to see if they understand how to use it at a basic
level. This tells me if Ive completed the first objective of my lesson plan. After they complete
the Punnett squares, I ask if they can tell me the purpose of using a Punnett square, and how it
relates to a real world situation. This question helps me gauge how successful I was with my next
two objectives. Im looking for students to tell me what they are looking for when completing a
Punnett square, and have them generate predictions of their own from the activity. The last
question asks students what it is they learned about Punnett squares. This helps me in multiple
ways. For one, I can determine if a student learned what it is I was trying to teach, and it also
gives me an in depth look as to how they feel they did in the lesson. If the student is more

confident in what they know, then it tells me that I did a good job in teaching them to the point
where they completely understand the lecture. If the student gives me a simple response or tells
me they didnt learn anything at all, then I know I need to make modifications to my lesson.
Making this assessment for my lesson plan helped me understand what it is exactly that I
have to look for in my students. I made a ticket out as a formative assessment to determine
what my students learned. I decided to do a ticket out so that I may be able to answer questions
and help students during the class period before actually assessing their knowledge from the
homework or lesson. This way, Im much more involved in the students learning. Im not
leaving the lesson completely up to them to do for homework or reflect on from the last class,
but Im guiding them to learn what it is that Im trying to teach. Going forward, I know how to
know Ive accomplished my learning objectives for the day, and what I need to do to help my
students.

References
Board, New Jersey Professional Teaching Standarts. 2014. "New Jersey Professional Standarts for
Teachers and School Leaders." August: 37-38.