InTASC and Licensure/Content Standard Artifact with Implications for Future Teaching

Artifact: Student Assessment Project

InTASC Standard #6: Assessment; the teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to guide the
teachers and learner's decision making.
Licensure/Content Standard(s):
Exceptional Children #7: Instructional Planning
Exceptional Children #8: Assessment
Early Childhood #1a: Student Characteristics
Early Childhood #2b: Family Support
Early Childhood #3a: Goals of Assessment
Early Childhood #3b: Assessment Tools
Early Childhood #3c: Responsible Assessment
Early Childhood #3d: Assessment Partnerships
Early Childhood #4d: Reflect on Outcomes
Early Childhood #6d: Reflective Practices
Description of Evidence and How it Demonstrates the Standard(s): The student assessment
project examined the purpose of assessment, particularly Curriculum Based Measures (CBM),
and how assessment data helps to inform instruction. The project also incorporated a reflective
piece interpreting specific assessment results.
Implications for Future Teaching: For the student assessment project, I conducted the Dynamic
Indicators of Basic Early Literacy Skills (DIBELS) assessment with an early literacy student to
determine which areas of literacy he struggled with and which he excelled at. The purpose of
conducting this CBM test was to help monitor the students progress and to inform instruction. I
conducted research on the assessments used within the DIBELS and what they reveal about the
students reading abilities. I was able to discuss why literacy CBMs are important and how they
help ensure that each student is on track and meeting his or her instructional goals. This project
helped to build my confidence in using a CBMs. I was able to identify areas of reading that my
student struggled in and suggest interventions to strengthen his individual skills in reading. By
gathering information from the students parents and teachers about his present level of
performance, I was able to compare that data with his DIBELS results to discuss goals for the
students future performance in reading. For my future teaching practice, I now have experience
with CBMs and can use them with my future students to track their progress and share results
with parents to give them feedback on their child.