Running Head: DOMAIN B LITERATURE REVIEW

TPE Domain B Artifact Literature Review

Nicole Rodamer

National University
DOMAIN B LITERATURE REVIEW

Abstract

This literature review describes the three artifacts in my Professional Development Quest

Portfolio (PDQP) in Domain B. Domain B includes TPE 2 and TPE 3; it focuses on “Assessing

Student Learning” (Commission on Teacher Credentialing, "California Teaching Performance

Expectations", 2013, p. 11). The first artifact is a photo example of my student teaching class

using the informal assessment ‘Think-Write-Share’. The second artifact is a paper explaining

how I used differentiated instruction in a 4th grade math unit. The third artifact is a rubric and

assessment explanation for a 5th grade ecosystem culminating unit project. All three artifacts

demonstrate my proficiency in using a variety of assessments.

DOMAIN B LITERATURE REVIEW

TPE Domain B Artifact Literature Review

According to Constantino and Lorenzo (2009) “Using national or state standards when

developing a portfolio provides credibility to the documentation” (p.11). I will be using the

California Teaching Performance Expectations as a guide to populate my PDQP. The California

TPE Domain B is “Assessing Student Learning” (Commission on Teacher Credentialing,

"California Teaching Performance Expectations", 2013, p. 2). My PDQP can be found at:

https://rodamer-pdqp.weebly.com/

Artifact 1

The first artifact I choose for Domain B is a photo of my student teaching class using the

Think-Write- Share method of informal assessments during a lesson. In this photo, my students

are using white boards to practice solving math problems, then sharing their answers. This quick

share allows for the teacher to easily see who is understanding and who may need some extra

support and or practice. This allow for the teacher to adjust the lesson as necessary and address

misunderstandings immediately.

This method demonstrates my proficiency in TPE 2 and monitoring student

understanding during the lesson. TPE 2 states “Candidates use multiple measures for progress

monitoring throughout instruction to determine whether all students, including English learners

and students with special needs, are understanding content and making progress toward

identified key concepts from state-adopted academic standards” (Commission on Teacher

Credentialing, "California Teaching Performance Expectations", 2013, p. 11).

Artifact 2
DOMAIN B LITERATURE REVIEW

Artifact 2 is a paper I wrote about differentiated assessments I used during a 4th

grade math unit. It explains the lessons leading up to the assessment, and further discusses how I

used differentiated assessments for a GATE student, English Language Learner student, and a

student with other special needs.

I believe this artifact demonstrates my proficiency in TPE 3: Interpretation and Use of

Assessments. It establishes that I can use a variety of assessments and how to provide all

students in the classroom a fair assessment opportunity. TPE 3 states “Candidates understand

the purposes and uses of different types of diagnostic instruments, including entry level,

progress-monitoring and summative assessments. They use multiple measures, including

information from families, to assess student knowledge, skills, and behaviors. They know when

and how to use specialized assessments based on students’ needs” (Commission on Teacher

Credentialing, "California Teaching Performance Expectations", 2013, p. 13).

Artifact 3

Artifact 3 is a rubric used for a culminating ecosystem unit. This artifact includes the

rubric students would have access to while creating their final projects and a paper explaining

how students would be assessed on their final project. The explanation demonstrates how and

why each aspect of the final project relates to Bloom’s Taxonomy. This artifact demonstrates my

proficiency to “Candidates understand and use a variety of informal and formal, as well as

formative and summative assessments, at varying levels of cognitive demand to determine

students’ progress and plan instruction. Candidates understand the purposes and uses of different

types of diagnostic instruments, including entry level, progress-monitoring and summative

assessments” (Commission on Teacher Credentialing, "California Teaching Performance

Expectations", 2013, p. 13).

DOMAIN B LITERATURE REVIEW

References

Commission on Teacher Credentialing. (2013). California Teaching Performance Expectations.

Retrieved from https://www.ctc.ca.gov/docs/default-source/educator-

prep/standards/adopted-tpes-2013.pdf

Constantino, P. M., & De Lorenzo, M. N. (2009). Developing a Professional Teaching Portfolio

A Guide for Success(3rd ed.). Pearson.