Justification for Chosen Artifacts

Domain B: Assessing Student Learning

TPE domain B requires that teachers assess student learning in a variety of

meaningful ways in order to plan instruction and meet students needs. Assessment is
what drives instruction in the classroom, not simply pencil and paper assessment but
even observations that assess a students level of understanding or skills. Without
assessment a teacher may be overlooking key details or setting the wrong pace. The
artifacts I have chosen for the domain display the ways in which I assess students
regularly to meet their needs.
The literature I chose to represent this domain was a book that not only addresses
assessment but also take into consideration differentiated assessment. I chose this
book because although I teach in a general education classroom my student s are
diverse in needs and abilities and will require differentiation in my teaching approach as
well as during assessment at times.
Artifact one is an individualized student goal sheet. This artifact shows the students
individual goals that have been planned for according to their individual initial
assessment and ongoing observations. This artifact also shows how I assess students
on these skills on a daily basis. At the bottom of each goal is a small rubric with a level
of 1-4. 1 is very low and needs continued support and practice, 2 is 50% accuracy or
completed with some support, 3 is up to 89% accuracy or completed with minimal
support, and 4 is 90- 100% accuracy and able to complete without support. When a
student reaches a 4 they are given new lessons and new goals.

Artifact two is a writing assessment that shows how students writing is assessed at
different points during the year. The assessment includes space to write students
strengths, weaknesses, and next steps. This is a great way to share students writing
with parents so they can see where students need to be and what can be worked on.
The assessment also allows me to plan writing lessons according to students needs.
Artifact three is an initial assessment that I give my kindergarten students at the
beginning of the school year. Because students who come into kindergarten have very
diverse educational backgrounds it is imperative that I assess their ability from day one.
This assessment helps me plan for whole group lessons as well as individual
Montessori work lessons that will meet students individual needs. I use this same
assessment again to track students progress throughout the year as these skills align
with state standards and student report cards.
Assessment gives the teacher the background information she needs to make
informed decisions and plan for meaningful instruction that will meet students needs.
Assessment gives data and data drives the classroom as well as educational trends.
Without this data the classroom would not have a meaningful driving force.