TABLE OF CONTENTS

Portfolio Contents and Rationale for Sherri Dennstedt I. Section 1: Evidence of Growth Artifacts a. I used to thinkBut now I think (2/21/13) This artifact demonstrates the change in my beliefs and practices regarding grading, standards based grades, student portfolios, and how to use formative and summative assessments. b. Analyzing Your Own Grading Practices (2/23/13) This artifact reflects my validation of current practices, as well as what I would change concerning grading assessments of learning, assessments for learning, and how to communicate student progress and growth. c. SMART goal based on student assessment data (2/8/13) This artifact demonstrates my understanding of creating SMART goals based on a variety of student assessments (Dufour). The SMART goals can be created by PLC teams and by school-wide data teams. II. Section 2: Formative vs. Summative Assessment Artifacts: Classroom Examples from 2011-2012 school year/8th grade science a. Assessment for learning performance assessment (1/30/13): Mitosis vs. Meiosis. This formative assessment was a good example of how students could perform various tasks in order to be able to accomplish the final summative assessment. b. Assessment of learning performance assessment (2/1/13): Climate Change project. This artifact was chosen as an example of an end-of-the unit performance writing assessment and presentation. c. Assessment of Learning: Selected Response Final Exam (1/31/13) This exam was an example of a common assessment that was done with a PLC team. We did analyze the student data and discussed strategies that were most effective. d. Unit planner example for Assessment for Learning: Chemistry unit planning sheet (1/31/13). This is a formative assessment tool that I used for a preassessment tool and a check towards mastery during the unit. This was not graded, but was included in the student notebook. III. Section 3: Assessment of Learning Critique Artifacts a. Analysis of an Extended Written Response (2/7/13) This artifact represents my understanding of how to assess and critique an extended written response for its strengths and weaknesses. This reflection should allow a teacher to adjust instruction and the effectiveness of the assessment for student achievement data.

b. Critique of a Selected Response final exam regarding the artifact in section 2; letter C. (2/9/13) This artifact demonstrates a skill that I had learned while initially studying Assessment for Learning, but had not taken much time to do this for every assessment in more recent years. I found this process to be incredibly important to ensure that the selected response assessments that you are giving to students align with the learning targets in a balance way, have appropriate types of questions and thinking levels, and to make sure the questions are written in the correct format. c. Data Analysis of Summative and Formative Assessments; (2/5/13) This artifacts demonstrates my understanding of data analysis and how to identify trends and patterns with subgroups of students. IV. Section 4: Level 2 Formative Assessment Artifact a. Level Two Formative Assessment chart, implementation strategies and reflections on student learning. (1/31/13). This artifact demonstrates new learning for me. I did have student self-reflect towards learning goals, but when you have them provide evidence for their learning, and be metacognitive about the effectiveness of their own learning strategies, the student will understand their own learning, and be able to set goals for improvement. This type of metacognition can create authentic intrinsic motivation in students who are otherwise not engaged or concerned about grades. V. Section 5: Student Self-Reflection Artifacts from the 2011-2012 school year: 8th grade science a. Learning Targets Tracking Sheet Blank Template. This artifact was chosen as an example a template for student self-reflection towards their growth towards mastering learning targets. The student would complete this tracking sheet as we finish up each learning target and reflect on their understanding, and provide written evidence for how they have mastered the target. I would use this in a student portfolio (digital or paper), but also include specific artifacts they must include. To demonstrate my growth, I also included a student reflection and goal-setting area at the end that addresses a level two formative assessment. b. Learning Targets Tracking Sheet Example: Chemistry Unit This artifact demonstrates how you could add the learning targets and content skills and knowledge into the tracking sheet. Students would then do a pre-assessment and a post-self-assessment using the sheet. If using this for a portfolio, I would include the specific artifacts to include and a level two formative assessment. c. Test Self-Reflection I used this artifact after each selected response test or quiz. The students would record the questions they missed (you can also categorize the questions by learning target) and then determine why they missed the question, if they could come up with the correct answer, and then self-reflect and goal-set on the

second page. I would change this to include level 2 formative assessment self reflections, and categorize questions by learning targets. VI: Section 6: Action Plan Artifacts a. School-wide Grading Policy (2/23/13) This artifact was created by C.J. and I and posted in the discussion forum. It is an action plan for me when I am administrator because it encompasses my new learning, a change in my beliefs about grading, and will reflect current research on best practices for grading. I also think it is a policy that is best for students, teachers, and parents, and as an administrator, I could access relevant data to analyze the growth of the students in the school. b. Plan for Student Portfolios (School-wide implementation) (2/23/13) This artifact demonstrates an action plan for me to implement school-wide student portfolios at the secondary level. I tried to make this work last year in the classroom, but now, I have a clear understanding about how this would actually work, and why it is so beneficial for analyzing student achievement. I also believe that as an administrator, this type of evidence would be a part of the total growth data for a teachers performance in the new evaluation system. c. Monitoring System for Managing Assessment Data (2/16/13) This artifact represents my plan for monitoring assessment data in the school. It includes a plan for learning or assessment logs, PLC teams to collect and analyze student data, and using student portfolios and rubrics to formatively assess students and provide evidence of achievement and growth, as well as a grading policy. d. Interview with an Administrator regarding school-wide data and PLC team data (2/16/13) This artifact demonstrates my analysis of what types of data are helpful to collect on a school-wide basis, and how important effective PLC teams and structures are inaccurately determining student growth and achievement. I went on to describe how the data administrator and I would run things if we were the principal, especially regarding the structures of PLC teams, training needs for data collection and analysis, and how to align current grading practices.