Artifact and Reflection Form

Name: Tiffany Embry

Artifact number: 3

Title of artifact: Checklist *see attached*

Course number and name: MAT 733 Research Based Teaching Strategies and Assessment

Type of artifact: Teacher Checklist

Write a brief description of the artifact

The teacher checklist was created so that I could keep track of student performance/participation
in class discussions in literature groups and to keep documentation on graded activities in the
unit. The checklist was created on my HP tablet and I kept running records on participation
during literature groups. In the discussion column, tally marks were made each time a student
made a comment about the text. A tally mark was also made for each journal entry the student
submitted. Grades were also documented on the checklist. A list was made at the bottom of the
list documenting the number of chapter books selected for self-selected reading time.

Professional and/or Learner Outcomes Represented by this Artifact

Relate this artifact to your listed professional and/or learner outcomes.

Professional Outcomes
a. Teacher will create opportunities for students to use non-linguistic activities to accompany
traditional learning so that students will comprehend a text.
b. Teacher will integrate other content areas by creating activities, projects, and assessments to
the book so that students make the text-to-self, text-to-text, and text-to-world connections.
Success Criterion: Students will participate in engaging projects and will demonstrate the ability
to provide connections

Learner Outcomes
a. Students will become more engaged in learning and class discussions as evidenced by
students’ participation in projects which will be monitored by teacher created checklist.
b. Students will engage in self-selected reading for enjoyment as evident by student book
selection and on-task reading time as monitored by teacher observation and documented on daily
probes taken during self-selected reading time.

The checklist connects to all outcomes because it documents the participation and learning of
student work. It allowed me to analyze work/performance and connect to the desired
professional and learner outcomes.
Report of Outcomes Attainment
After analyzing the checklist I came to the following conclusions:
• All students struggled in group discussions. It is my opinion that students felt embarrassed to
share their comments with the class for fear of being chastised by other students. I set rules
and expectations for group discussions and revisited those rules and expectations daily,
however students still did not feel safe to share with the rest of the group.
• Most students enjoyed writing in their journals. I found they would participate in written
discussions demonstrating student comprehension.
• 3 of 5 were able to successfully complete the cereal box project.
• All students completed the advertisement project.

Research Quotes
“…peer-led literature discussions can contribute significantly to students’ knowledge and
appreciation of literature, facility with group processes, reading engagement, and motivation to
read.” (Berne & Clark, 2008)

“…literacy circles…showed marked improvement in reading comprehension when compared to

traditional reading classes….remarkable rise in enthusiasm, desire to read recreationally, and
desire to read academically.” (Parker, Quigley, & Reilly 1999)

“…small-group, peer-led discussion groups can be productive forums for

students to develop their comprehension strategies.” (Berne & Clark, 2008)

“Teachers should continually observe learner attitudes toward reading. Negative attitudes hinder
optimal achievement in reading” (Gabl, Kaiser, Long, & Roemer 2007)

Reflection on the process

1. What does this artifact demonstrate as far as your learning?
 This artifact allowed me to keep a daily running records of student
participation. It enabled me to modify lessons so that I could make sure students
were progressing and receiving interventions if necessary.
2. What does it represent in relation to the changes you have made in your classroom?
 As a special education teacher I have always found that keeping checklist
is the most efficient way for me to document student behavior as well as academic
performance. This artifact did not influence change in the classroom other than it
allowed me to focus on specific areas of growth – student discussions is most evident.
3. Describe why you chose this artifact.
 I chose this artifact because it showed an overall view of student
performance on the project. I felt it was the best tool to show what requirements and
assignments were in place for the unit.
4. Link the action research process, these results, the research you used to back your
decisions and the program and/or course outcomes.
 Candidates utilize measurements and evaluation accurately and
systematically to monitor and promote learning.
 Candidates demonstrate the ability to be reflective practitioners by
identifying a problem, examining research, advocating solutions, implementing a
plan, and measuring and evaluating outcomes.
Connection:
This artifact allowed me to evaluate and monitor student participation which relates to the
learning that occurred. I was able to reflect on the data and use that to plan effective
lessons to assist the needs of my students. It also allowed me to keep quick notes on
what I was observing.

5. What does this artifact demonstrate about you as a teacher? Link what you found to the
NBPTS Core Propositions?
 Proposition 1: Teachers are Committed to Students and Their Learning
 Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
 The checklist allowed me to monitor student performance on a daily basis.
I was able to ensure that students did not get behind in the reading and was
able to set aside time to make sure all students were on schedule. I made
certain that all students were able to complete with success this chapter
book. I determined success based on the completion of the AR test; which
test student comprehension.
 References

Berne, J., & Clark, K. (2008, September 1). Focusing Literature Discussion Groups on
Comprehension Strategies. Reading Teacher, 62(1), 74-79.

Buschick, M., Shipton, T., Winner, L., & Wise, M. (2007, May 1). Increasing Reading
Motivation in Elementary and Middle School Students through the Use of Multiple
Intelligences. (ERIC Document Reproduction Service No. ED498926) Retrieved
February 27, 2009, from ERIC database.

Caposey, T., & Heider, B. (2003, May 1). Improving Reading Comprehension through
Cooperative Learning. (ERIC Document Reproduction Service No. ED478463) Retrieved
February 27, 2009, from ERIC database.

Gabl, K., Kaiser, K., Long, J., & Roemer, J. (2007, May 1). Improving Reading Comprehension
and Fluency through the Use of Guided Reading. (ERIC Document Reproduction Service
No. ED496377) Retrieved February 27, 2009, from ERIC database.

Hall, L., & Piazza, S. (2008, September 1). Critically Reading Texts: What Students Do and
How Teachers Can Help. Reading Teacher, 62(1), 32-41.

Hubbard, T., & Newell, M. (1999, December 1). Improving Academic Achievement in Reading
and Writing in Primary Grades.

Kobus, T., Maxwell, L., & Provo, J. (2007, January 1). Increasing Motivation of Elementary and
Middle School Students through Positive Reinforcement, Student Self-Assessment, and
Creative Engagement.

Parker, S., Quigley, M., & Reilly, J. (1999, May 1). Improving Student Reading Comprehension
through the Use of Literacy Circles. (ERIC Document Reproduction Service No.
ED433504) Retrieved February 27, 2009, from ERIC database.

Topping, K., Nixon, J., Sutherland, J., & Yarrow, F. (2000, January 1). Paired Writing: A
Framework for Effective Collaboration. Reading, 34(2), 79-89.