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Formative Assessment
Michelle L. Rochel
Saint Mary’s University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standards 7 and 8
EDUW 693 Instructional Design and Assessment
Instructor: Ryan Ourada
April 7, 2018
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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 7: Teachers are able to plan different kinds of
lessons.

The teacher organizes and plans systematic instruction based upon knowledge of subject matter,

pupils, the community, and curriculum goals.

Knowledge. The teacher knows when and how to adjust plans based on student

responses and other contingencies.

Dispositions. The teacher believes that plans must always be open to adjustment and

revision based on student needs and changing circumstances.

Performances. The teacher responds to unanticipated sources of input, evaluates plans

in relation to short- and long-range goals, and systematically adjusts plans to meet student needs

and enhance learning.

Wisconsin Teacher Standard (WTS) 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 learner.

Knowledge. 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.
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Dispositions. The teacher values ongoing assessments 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.

Performances. The teacher monitors his or her own teaching strategies and behavior in relation

to student success, modifying plans and instructional approaches accordingly.

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Pre-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objective(s)
The Danielson Framework rubric was such a valuable piece for me to review and take an

honest look at my planning and preparation, classroom environment, instruction, and

professional responsibilities. Even though I have been in the classroom for the last 27 years, I

can still grow to be a better educator. I indicated I could grow in Domain 1: Planning and

Preparation – clarity and the suitability for diverse learners. My other area of growth I specified

was Domain 3: Instruction – student self-assessment and monitoring of progress. I attempt to

meet the needs of all my learners, but realized after the first day of this class, I could do more. I

was not differentiating as well as I could for some of my struggling learners. I had not created

regular key “check points” for student understanding and to change my lessons based on their

feedback. I may have not allowed enough think time to allow a concept to be truly understood

before moving to the next concept or objective. I did not incorporate time for student self-

assessment on a regular basis.

The Monday after our first EDUW 693 class, I was committed to making the needed

changes for my all of my students as well as for myself. I chose to focus on the teacher knows

when and how to adjust plans based on student responses and other contingencies, the teacher

plans for learning opportunities that recognize and address variation in learning styles, learning

differences, and performance modes, and the teacher responds to unanticipated sources of input,

evaluates plans in relation to short- and long-range goals, and systematically adjusts plans to

meet student needs and enhance learning from Wisconsin Teacher Standard 7. The other area I

focused my growth on was 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, the teacher values ongoing assessments as essential to the instructional

process and recognizes that many different assessment strategies, accurately and systematically
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used, are necessary for monitoring and promoting student learning, and the teacher monitors his

or her own teaching strategies and behavior in relation to student success, modifying plans and

instructional approaches accordingly from Wisconsin Teacher Standard 8.

I used a “What stuck with me today?” exit slip. This allowed me to see a quick formative

assessment of what was important to my students. A couple days later, I incorporated a student

self-assessment for my students to complete. I asked them what had been going well and what

they best understood to date. I also asked what might still be confusing or unclear and explain

why. I looked at each response and tallied the student feedback. Wow! It was so helpful to see

where students were still struggling. I was able to take that feedback and change my plans for the

next day. Had I not done this piece, I feel many of my students would have still not had a full

understanding of the objective. Although I did not do a pre-assessment for my last lesson, I plan

to incorporate this into my future lessons. This will allow me to see what prior knowledge my

students have in this area. If they have a great deal of prior knowledge, I can plan a quick review

lesson to see if I am able to move on to the next part of the lesson. Then, I can focus my planning

on what has not been learned and work towards meeting the daily/weekly objective.
How has this impacted student learning? My students have the chance to take ownership

for their own learning. Some of my students will not ask questions in front of their

peers/classmates. I have worked diligently and passionately to create a classroom environment

where all of my students feel cared for and respected. My students can trust me with sensitive

information and know they all have a special place in my heart. Allowing students to write down

what is confusing or where they would benefit from additional teaching, is a win-win. I have told

my students I am the only one who reads their entry or exit slips and I will not call them out for

something they do not understand. Students write down their struggles and I take that

information to change my lesson presentation for the following day. My students have a greater
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chance of student achievement when they fully understand a concept or given objective. This

also allows me to generate higher level critical thinking skills based on what has been learned. I

am reminded that students need explicit instruction in answering these types of questions. If they

are not exposed to these questions on a regular basis now, they will struggle in understanding

how to answer these higher level critical thinking questions in the future.
The various forms of formative assessment will allow me to find and use more resources

to supplement my lessons. I plan to continue reviewing the Danielson Framework and see where

I can make small changes that will make the biggest impact within my instruction delivery so I

can be the best I can be for each of my students.

Assessment of Student Performance Related to Targeted Student Learning Objective(s)

My science classes first reviewed abiotic and biotic factors. The next lesson included the

water, nitrogen, carbon, and oxygen cycles. My students were able to take the abiotic factors and

apply them to the various cycles and explain what would happen if one part of the cycle did not

exist. Our next lesson will focus on photosynthesis, food webs, and food chains. I had one class

view a Magic School Bus episode – Meets the Rot Squad the Friday before the pre-assessment.
My three science classes are based on ability, so we have mixed groups of fifth through

eighth graders in two classes and one group of seventh and eighth graders who can work more

independently. Of my three classes, the class that viewed the Magic School Bus episode

mentioned above struggles most with retaining information. I have one eighth grade student who

is performing at a beginning fifth grade level and has been diagnosed with Language Processing

Disorder (LPD) and is currently on an Individualized Service Plan. One eighth grade student is

more than able to perform at or above ability, but does the bare minimum (when assignments are

completed). Our new sixth grade student came to us from the public school hoping to have a

fresh start in a new environment. He had an extensive Individualized Education Plan (IEP) based

on behavior concerns including ADHD and Emotional Behavior Disorder (EBD). We were to
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meet with the special education team to revise the plan into a service plan, but the night before

the meeting, the parents revoked consent to accept any special education services. This student

has been known to throw chairs, leave classrooms when he is not interested in what is being

taught, hit his head when he becomes frustrated, and walk out of the building. This student is

capable of doing the work, but you must chunk the assignments into small increments and

provide many breaks. One needs to be watching him at all times to ensure he is staying focused

and on task. His prior aide used to write down all information for him, so his stamina of using

time effectively is a bare minimum on a productive day. Two fifth grade students show

characteristics of Attention Deficit Hyperactivity Disorder (ADHD), but no clinical diagnoses.

One sixth grade student was home-schooled until the middle of third grade. He was behind in all

his learning. It was recommended to have this student repeat third grade to continue learning the

necessary grade level skills.

I administered a pre-assessment to see what prior knowledge my students had on

photosynthesis, food webs, and food chains so I could plan my lessons to best meet their needs.

I found out the following information: All but one of my students were able to explain the

difference between herbivores and carnivores. 0% of my students in two classes were able to

state the law of conservation of energy. 63% of my students in two of my classes left the

question, “Explain the difference between food chains and food webs.” blank or indicated, “I

don’t know.” Overall, my students could identify that producers produce something, and

consumers consume something, but 100% of my student in two classes could not explain that

producers use photosynthesis and produce their own food and sugars.

Assessment of Learning Environment While Learning Targeted Objective(s)

The learning environment in my class may look different depending on the day. It is

important to note I share my classroom with the middle school social studies teacher. I try to be
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respectful of not utilizing all the wall and counter space for my classes. You will find stations

around my room. You will see a word wall posted behind my desk. You will notice a variety of

interactive student notebooks including information from class discussions and independent

learning. If you looked in the interactive notebooks, you would see written notes or gathered

information as well as drawings and diagrams. You may also see some gathered information in a

color-coded format. I express often to my classes the option of choice. Some students learn best

by writing down information, some students learn best when drawing sketches or diagrams, and

some students learn best when color-coding information. My students are encouraged to use the

best strategy for their best learning. I tell my students if they were not allowed to take the text

book home, how would they best utilize their information from their notebooks. Do they have

enough information and understand what they included? You would hear class discussions and

students asked to share their gathered information and report back to the classroom. Often, these

students are asked to write their findings on the Smart board as a set of guided class notes. New

posters are added to the room as additional visuals when learning new concepts. You would also

notice brain breaks incorporated into each of my classes.

Assessment Conclusion and Essential Question to Guide Research

The self-assessment, assessment of student performance, and learning environment

assessment show there is a need for more formative assessment or “check points” as part of my

students’ learning. If I know where my students are doing well and where there is some

confusion, I can change my lessons accordingly. This also gives me the chance to design

questions that deepen the students’ critical thinking skills. Most importantly, this allows me to

structure my lesson plans and deliver the material in an order that is based on students’ prior

knowledge. Once students are introduced to a concept, I can then address and teach higher
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critical thinking skills. My essential question is how does formative assessment with a focus on

questioning strategies assist in student achievement?