Professional Documents
Culture Documents
Rationale for Standard 6: Assessment
Artifact name: Nonfiction writing rubrics
Standard:
The teacher understands and uses multiple methods of assessment to engage learners in their
own growth, to document learner progress, and to guide the teacher’s ongoing planning and
instruction.
What the Standard means to me:
In order for learners to show their growth, the teacher needs to create multiple means of
assessment that engage each individual learner. The teacher keeps documentation of each
learners growth and uses that data as feedback to move forward in instruction.
Indicator:
6 (q) Is committed to engaging learners actively in assessment processes and to developing
each learner’s capacity to review and communicate about their own progress and learning.
Description of the artifact:
The second graders, my mentor, and I did a nonfiction writing assignment where each group of
students got an animal that they had to research and write about. Before telling the students
about the assignment we had to create a rubric to grade them on. The rubric had already been
created upon my arrival, but it was my mentor and my idea to put each goal we are grading
them on on a large piece of paper with what a 1, 2, 3, and 4 score looks like. The goals went in
order with first grading on research skills, then reading skills, and then writing skills. Each
work session my mentor and I would introduce a goal and the different indicators to the
students, and at the end of the work period, the student got a sticky note to write their name on
and place where they thought they were for that goal. Each day students had the opportunity to
change their name if they believed they moved up or down on the goal. My mentor and I used
this to grade them in the end as well.
Rationale:
By creating the charts, telling the students exactly what they were being graded on, and
allowing them to have voice and choice on their grade, the students were actively engaged in
the assessment process for this assignment. We allowed students to communicate and review
their progress at the end of every work period, as well as, let them go back to old goals if they
thought they improved or digressed on that particular goal for the day. It was helpful to see
how the students thought they were doing throughout this unit, and it really drove them to do
their best. Each student wanted to place their name on a four, but they also refused to lie about
it so instead, they worked extra hard to make sure they were fours. Allowing the students to
score themselves and communicate about their assessment made them feel like they had
ownership over this assignment and it made them want to do their best. It also helped my
mentor and me when we were assessing them in the end. By allowing the students to engage
and communicate about their assessment in a creative way I reached proficiency for this
standard and indicator.
https://docs.google.com/document/d/1gA6GLtigut4aGEQzq26MNWjE5-tzBGpm2hI1xFhnFaI/edit 1/2
4/19/2019 Rationale: S6A2 - Google Docs
https://docs.google.com/document/d/1gA6GLtigut4aGEQzq26MNWjE5-tzBGpm2hI1xFhnFaI/edit 1 2/2