Final Portfolio

Assessment Portfolio
In this portfolio, you will develop an assessment plan and create assessments for a 2-4 week instructional unit
within a grade level of your choosing. Over the duration of the course, you will draft and refine your plan,
assessments and learning activities through an iterative process. This portfolio represents 65% of your graded
work for the course, and must be submitted by 11:59pm Tuesday, December 15. The components of the
assignment include:
1. Assessment Plan (25 points) – Before developing any specific tasks, you will provide a foundation for
the assessment activities in your unit.
2. Assessment Opportunities (25 points) – You will describe/develop four forms of assessment within
your unit:
a. Informal assessment strategies
b. Selected-response assessment
c. Constructed-response assessment
d. Performance assessment
3. Synthesis Statement (5 points) – You will write a 2-4-page single-spaced statement that addresses a
variety of reflective and summative questions regarding your assessment portfolio.
4. Peer Feedback (10 points) – You will give and receive feedback on each component of the Assessment
Portfolio featuring a different feedback strategy for each component in the assignment. Feedback will
follow the principles of feedback discussed in class lessons, activities, readings, and resources provided
in the course. You are expected to include in your portfolio both the feedback you gave to and the
feedback you received from a peer in the class. Only the feedback you give will be considered in your
score for the assignment.
Through the development of your portfolio, make sure you are:

• Articulating clear outcome statements that are aligned to student learning, behavioral, and/or affective
goals
• Planning assessment opportunities that elicit specific evidence of student
thinking/learning/behavior/affect
• Thinking about how your assessment practices value and acknowledge the assets each student brings to
the classroom
• Framing assessment as a positive force in your classroom, showing you and the students what they are
capable of, and equipping them to grow toward their full potential
• Considering how you would interpret assessment results for decisions about students and your teaching
as well as how students might use the assessment results to self-regulate their learning
• Recognizing ethical and legal responsibilities in your assessments
• Using research (e.g. course materials, curriculum materials, and scholarly resources on the web) to
inform your instructional practices
Expectations for this Assignment
For credit on the assignment, you must:
Include all four components above. Use this document for all assignment parts and rename it
“Yourlastname.Portfolio.docx”.
Bring a draft to class and submit on blackboard for each deadline.
Upload the final draft to Blackboard by 11:59pm Tuesday, December 15.
The overall assignment will be graded on the following rubrics:

Domain Emerging Developing Proficient Exemplary
Assessment Identifieslearning Identifieslearning Identifies relevant Identifies relevant
Plan standards but the core standards within the learning standards from learning standards from
content area is unclear. core content area. within the core content both within and outside
area. the core content area.
Identifies a DOK Identifies a DOK Identifies a DOK Identifies a defensible
level for each learning level for each learning level for each learning DOK level for each
standard, multiple standard, a standard standard. learning standard.
standards may be may be misidentified.
misidentified.
Illustratesthe Illustrates DOK Illustrates every DOK Illustrates every DOK
identified DOK level levels up to the one level for each learning level for each learning
by providing identified for the standard by providing standard by providing
statements of what the learning standard by statements of what the specific, attainable, and
student can do to providing statements student can do to measurable statements
demonstrate the level of what the student demonstrate the level (learning objectives)
of cognitive can do to demonstrate of cognitive that would demonstrate
complexity. the level of cognitive complexity. the level of cognitive
complexity. complexity.
Identifies assessment Correctly identifies Identifies informal Identifies informal and
activities but does not informal and formal and formal assessment formal assessment
correctly classify them assessment activities activities for each activities for each
as informal/formal. and describes standard that scaffolds standard that scaffolds
anticipated learning to the DOK learning to the DOK
information. level identified and level identified and
describes anticipated beyond and describes
formative/ summative anticipated formative/
information. summative information
with detail.
Shows some Demonstrates some Identifies learning As a whole, serves as a
movement from movement from standards, instruction, bridge between learning
standards to standards to and assessment standards, instruction,
assessment. Instruction instruction to activities that will take and assessment activities
is unclear. assessment. Learning place in the unit. that will take place in
and assessment goals Learning and the unit. Learning and
are related, but not yet assessment show some assessment are
integrated. integration. integrated.
(14 points) (16 points) (18 points) (20 points)

Assessment Assessment Assessment All assessment All assessment
Opportunities tasks/activities lack tasks/activities are tasks/activities are tasks/activities are
relevance to the relevant to the relevant to the learning relevant to the learning
learning standards. learning standards. standards. standards.
Provides a form of Provides a form of Provides a variety of Provides a variety of

assessment for most assessment for each forms of assessment for well-developed forms of
standards. standard. each standard. assessment for each
standard.
Tasks/activities Tasks/activities Tasks/activities Tasks/activities

lack representation represent the represent the cognitive represent the cognitive
of the cognitive cognitive complexity complexity described at complexity described at
complexity described described at the target the target DOK for the target DOK for every
at the target DOKs. DOK for some every standard. standard AND address
standards. higher and lower DOKs
for some or all
standards.
Informal Informal assessment Informal assessment Informal assessment

assessment strategies strategies describe strategies describe strategies describe
list checks for checks for specific forms of specific forms of
understanding and understanding and understanding or understanding or
plans for pacing plans for pacing thinking that will be thinking that will be
instruction. instruction. revealed and plans for revealed and plans for
informing instruction. differentiating
instruction.
Use of the different Assessment Assessment Assessment

forms of assessment opportunities reflect opportunities reflect opportunities reflect a
reflects substantial consideration of each accurate consideration strategic rationale that
misconceptions form’s strengths with of each form’s strengths. takes advantage of each
about the strengths some errors in form’s strengths to
of each form. understanding. provide a cohesive and
effective whole.
Tasks/activities Tasks/activities Tasks/activities meet Tasks/activities meet

meet few of the meet some of the most of the relevant all of the relevant design
relevant design relevant design design guidelines guidelines specified in
guidelines specified guidelines specified specified in the the textbook.
in the textbook. in the textbook. textbook.

Synthesis Describes Describes assessment Connects assessment Connects fundamental
Statement assessment tasks that tasks that acknowledge activities to a future principles of assessment
involve and/or student diversity and classroom, with to a strong vision of a
benefit students. involve and/or benefit examples that value a future classroom, with
students. diversity of student specific examples that
capabilities and empower students and
contributions. recognize them as
valuable contributors to
the classroom.
Describes project Describes project Demonstrates Demonstrates thorough
revisions and student revisions and strengths thorough self- self-reflection on the
strengths in relation of the student in reflection on the student’s development
to professional relation to professional student’s development through the course in
competencies. competencies with a through and beyond relation to professional
vague long-term vision the course in relation competencies. Takes
for the student’s to professional ownership of learning
development. competencies. and next steps in
learning about
assessment.
(2.5 points) (3 points) (3.5 points) (4 points)
Peer Focuses mostly on Identifieswhat the Describes the Describes the peer’s
Feedback the mechanics of the peer’s work does well qualities and work in language
peer’s writing (e.g., and what qualities shortcomings of the consistent with
grammar, would be needed to peer’s work with performance descriptors.
punctuation, improve the work. alignment to the rubric.
spelling) or general Identifies aspects of the
praise (e.g., Good peer’s work that reflect
job!”). success criteria.
Ischaracterized Is characterized more Supports the student’s Supports the student’s
more by evaluation by evaluation and thinking about next thinking about next steps
and judgment than judgment than steps to take and to take without directing
description of the description of the provides some the student on what to
peer’s work. peer’s work. guidance. do.
Consists almost Provides more Focuses on the work, Focuses on the work,
entirely of correction correction of the work not the peer. not the peer.
of the work rather than guidance for the
than guidance for the peer to take and act
peer to take and act upon.
upon.
Lacks respect for Respects the student Respects the student Respects the student as
the peer and their as a capable, active as a capable, active a capable, active learner.
motivation to learn. learner. learner.

Assessment Plan
Applying the principles of backward design, complete an assessment plan for a unit in your future class. A unit
typically comprises 2-4 weeks of instruction, and serves as a vehicle for moving students toward the learning
standards for your grade level and subject area. The assessment plan helps to organize your thinking for this
unit, maintaining a focus on the purposes of instruction and the goals you have for your students and yourself. It
will serve as a foundation for developing assessment tasks. The due dates for complete drafts of the following
sections are as follows:
Grade level, topic, & standards: Wednesday, September 2

Deconstructed standards: Wednesday, September 9
Cognitive Complexity Matrix: Wednesday, September 16
Formal and informal assessment: Wednesday, September 23
Full Assessment Plan: Wednesday, September 30
You will earn 1 point for each deadline that is met with a full draft reflecting an honest attempt at the relevant
section(s).
Grade: 2nd
Topic: Math – Adding and Subtracting
What learning standards will you emphasize in your unit? (add rows as needed)
Fluently add and subtract within 20 using mental strategies
CCSS.MATH.CONTENT.2.OA.B.2
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
using drawings and equations with a symbol for the unknown number to represent the problem.
CCSS.MATH.CONTENT.2.OA.A.1
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing
objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
CCSS.MATH.CONTENT.2.OA.C.3
Recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-LITERACY.W.2.8
Deconstructed Standards
By deconstructing standards teachers can identify specific learning targets, instructional strategies, and
assessment opportunities within a given unit or lesson. In this section, you will apply a commonly used template
to complete this process. Each standard that appears on the previous page should be deconstructed in this
section (add templates as needed) so that you have a sufficient basis for planning instruction and assessment.
Standard 1: CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies
Find the verbs and related nouns in the standard, and place each one into the appropriate category below. Write
the verbs in bold and place the related nouns in brackets (e.g., Make [observations]). The standard may or may
not have verbs for each column. You may put more than one verb in a single column.
Knowing Facts and Reasoning and Performing Skills Creating a Product
Concepts Solving Problems
Add (numbers within
20)
Subtract (numbers
within 20)
1. What are the facts, terms, and/or properties that the student needs to know and recall to reach this standard?
Students must understand what fluently, mental strategies, add, and subtract mean.
2. In what ways does the standard ask the student to apply some basic skills and understandings beyond just
basic recall of information? For example, does the student need to be able to explain a relationship, make a
prediction, classify/organize information, or make some basic decisions from available information? If the
standard does not require this level of thinking, how could it be extended to do so?
Students are asked to apply basic skis and understandings by using the mental strategies they were once
taught. This standard could also require students to be able to explain how they solved the problem in
order to require a higher level of thinking.
3. In what ways does the standard probe the student to explain their reasoning where there may be more than
one correct answer/solution? How does the standard ask the student to analyze or evaluate a problem? Does it
ask them to create a product? If the standard does not require this level of thinking, how could it be extended to
do so?
This standard does ask students to create a product, but it could also be extended to have students share
their mental strategies and solutions with their peers and to compare those solutions.
4. In what ways does the standard ask the student to do more than recall information, apply skills and concepts,
or think strategically? Extending beyond strategic thinking, how might students need to synthesize information
from multiple sources, solve ill-defined problems, or provide thoughtful critiques on an issue? Does it ask them
to create a product? If the standard does not require this level of thinking, how could it be extended to do so?
This standard uses more knowledge than just recalling information because students must be able to
solve solutions fluently, which can be more challenging.
Standard 2: CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
Compare (situations) Solve (one and two
step word problems)
Students must understand what one and two step word problems are. They also must know what
comparing means and that symbols are used to represent unknown numbers.
This standard requires students to compare, add, and subtract using drawings and symbols. The
standard could be extended by having students create their own one step word problem. This would
require them to organize their information and make decisions.
do so?
This standard requires students to create a product because it asks students to analyze and evaluate a
problem by solving many different types of word problems.
This standard could require students to create a two-step word problem in a group and exchange
problems with other groups to explain how they all solved the problem.
Standard 3: CCSS.MATH.CONTENT.2.OA.C.3
Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.
Write (equation to Determine (if groups
express an even have an odd or even
number as a sum of number of members)
two equal addends) Count (by 2s)
Pair (objects)
Write (equation to
express an even
number as a sum of
two equal addends)
Students need to know what an equation is and what grouping/pairing is. They will also need to know
what sum of two equal addends means.
This standard requires students to organize information by grouping objects and counting by 2s.
do so?
This standard asks students to create a product by writing an equation.
Students need to use the information they know to determine if the groups are odd or even. Students also
are creating a product by writing an equation, this allows them to use all their information to solve and
create problems.
Standard 4: CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources

to answer a question.
Recall (information Gather (information
of experiences) from sources)
Answer (a question)
Students need to understand how to properly gather useful information.
As the student gathers information, it will be beneficial for him/her to organize it in a manner that is
useful for the assignment. Based on the available information the student must make a decision by
answering a question.
do so?
To extend this standard, students could explain their reasoning for the answer to their question.
To extend this standard, students could create their own questions and provide an answer with an
explanation. They could create an extended and more complicated question based on the previous
questions they answered.
Cognitive Complexity Matrix
To organize your system of assessment and plan your assessment tasks, complete the following matrix. First, list the learning standards you identified
on the previous pages. (Add additional rows as needed.) Next, identify the DOK level that best describes each standard. Then, using the products of
the standard deconstruction process, articulate what student performance would look like, in the form of learning objectives, not only at the target
DOK level, but also at the levels that build up to and extend the level identified for the standard. This will help you think about assessment and
instructional activities that scaffold student learning and provide enriching opportunities for students who exceed the learning standard. Finally,
identify the form(s) of assessment (SR: Selected-response, CR: Constructed-response, and PA: Performance Assessment) you will use to address
each standard. We will assume that informal assessment will be a part of each learning standard.
Assessment
DOK 1: Form(s)
Learning Standards (add rows as DOK Recall & DOK 2: DOK 3: DOK 4: (SR, CR,
needed) Level Reproduction Skills & Concepts Strategic Thinking Extended Thinking PA)
CCSS.MATH.CONTENT.2.OA.B.2 2 I can add and I can fluently add I can fluently add I can create a
Fluently add and subtract within 20 subtract within 20 and subtract within and subtract within poster to show
using mental strategies 20 using mental 20 using mental different mental
strategies. strategies. I can strategies I can use
explain and to fluently count to
identify my 20. I can formulate
thought process. an argument to
explain which
strategy is the most
efficient.
CCSS.MATH.CONTENT.2.OA.A.1 2 I can add and I can add and I can identify and I can create a
Use addition and subtraction within subtract within 100 subtract within 100 write real – world model to defend
100 to solve one- and two-step word (adding to, taking to solve one and problems and use my explanation,
problems involving situations of from, putting two step word addition and thoughts, and
adding to, taking from, putting together, taking problems (adding subtraction within solution using
together, taking apart, and apart, to, taking from, 100 to solve them addition and
comparing, with unknowns in all comparing, with putting together, (adding to, taking subtraction to
positions, e.g., by using drawings unknowns in all taking apart, and from, putting identify and solve
and equations with a symbol for the positions) comparing, with together, taking real-world
unknown number to represent the unknowns in all apart, and problems.
problem. positions) comparing, with
unknowns in all
positions)
CCSS.MATH.CONTENT.2.OA.C.3 2/3 I can determine I can determine I can determine I can create an odd
Determine whether a group of whether groups of whether groups of whether groups of and even game
objects (up to 20) has an odd or objects (up to 20) objects (up to 20) objects (up to 20) with an answer key
even number of members, e.g., by have an odd or have even or odd have even or odd to show my
pairing objects or counting them by even number of members by members by understanding on
2s; write an equation to express an members. writing an pairing objects or how to determine
even number as a sum of two equal equation to show counting them by if a number is odd
addends. an even number as 2s. I can write an or even.
a sum of two equation to show
numbers added an even number as
together. a sum of two
numbers added
together.
CCSS.ELA-LITERACY.W.2.8 2/3 I can remember I can remember I can remember I can use personal
Recall information from experiences personal personal personal experiences and
or gather information from provided experiences. experiences to experiences and information
sources to answer a question. answer a question. get information collected to
from given sources identify real-world
to answer a problem that is
question. open ended and
solve that problem.
Informal Assessment
On this page identify (name or briefly describe) four informal assessment actions you plan to take during your
unit. Informal assessment activities can be deeply embedded in instructional activities and should provide
immediate information that allows you to monitor student learning (or the student to monitor their own
learning). High-scoring edTPA lesson plans typically include two or more informal assessment activities. For
this portfolio assignment, one of your forms of informal assessment must be a self-assessment activity, and one
form must be a peer assessment activity. The remaining two forms you may determine at your discretion. Then
describe the information you anticipate collecting from each action and the formative and/or summative value it
will provide.
What forms of informal assessment will you use in What formative and/or summative information will
your unit? they provide you and the student with regard to the
student’s progress toward (or achievement of) the
learning standards?
Self-assessment: Students will rate their This will allow me to understand what students need
understanding based on a 1 to 3 scale. 1 meaning I extra help and which students are ready to move on.
need a lot of assistance, 2 meaning I am struggling Through this I can ensure I am not moving too fast or
but not completely lost, 3 meaning I understand and moving too slow.
am ready to complete it on my own.
Peer assessment: Students will solve addition and This will show me what students understand and it
subtraction problems in groups of 4. will help the students understand the material better
by seeing and hearing how others solved it.
Explaining their reasoning will also help them to
catch their own mistakes, if a mistake was made. It
will also teach students how to work together.
Additional informal strategy #1: This will allow me to understand students thought
Collaborative group work: think – pair – share process and how students solve problems differently.
Sharing will help students find new ways to solve
these problems as well and serve as a refresher.
Additional informal strategy #2: This will show me what questions students have and
Feedback breaks: exit tickets would include 3 things I where they are still struggling. Making exit tickets
learned today, 2 things I found interesting, and 1 anonymous may be beneficial as well because
question I still have. students may be too shy to speak up with a question
and this would allow them to ask for help without
that fear and worry.
Formal Assessment
Formal assessment typically asks the student to engage in a discrete activity like an assignment, quiz, or test that
produces some kind of tangible output. This output should be useful for analyzing student learning at a broad
level with maybe some diagnostic or formative information for instructional decisions or decisions about a
student. Formal assessment takes places less frequently than informal assessment. In the table below, identify
(name or briefly describe) the formal assessment actions you plan to take during your unit. Then describe the
information you anticipate collecting from each action and the formative and/or summative value it will
provide.
What forms of formal assessment will you use in What formative and/or summative information will
your unit? (add rows as needed) they provide you and the student with regard to the
student’s progress toward (or achievement of) the
learning standards?
Project: Students could have a project where they This will help students to feel less pressured while
need to buy items and are given a budget. Each item completing this project because it will be a fun
will cost money and students will need to add up the activity that will distract them from viewing the
total of their items (or subtract the items from the assignment as a test. This will be helpful because
total) to ensure they do not pass their budget. sometimes students can get very stressed when taking
a test and it can cause them to not do their best,
through this activity I will be able to see what they
know without making it stressful.
Quiz: Students will take a quiz at the beginning, This will show me how much progress each student
middle, and end of the unit. has made individually as well as show me how much
progress the class has made together. The quiz at the
beginning of the unit will allow me to understand
what each student already knows this will also allow
me to determine what needs to be reviewed and
where the class is able to start in the unit. Providing a
quiz in the middle of the unit will ensure I am not
giving students new material if they are still
processing the old material and focusing on
understanding it. This will also help me to modify my
teaching plan for this unit.
Worksheet: Start off with simpler worksheets such as As the worksheets get a bit more difficult it will show
matching that only has a few questions then move up me who is understanding the material or if I am
to filling in the blanks. moving too fast for the students to fully understand
the concepts and problems.
Standardized tests
In the school district you plan to work in, standardized tests will be used to understand student performance in
comparison to standards (criterion-referenced), other students in their grade level (normative), and past
performance. There are also tests that may be used by counselors in the district as well as tests administered
outside the district (e.g., for college admission or placement). As a teacher, understanding what knowledge and
skills your students will need to perform on these examinations will provide context for the results and ways to
use them to improve your practice. Below, please identify 2-4 standardized tests that may be relevant to your
unit, and briefly describe how these tests may connect to your planned assessment and instruction.
Standardized Test How will your planned assessment and instruction help students to
reach the standards assessed by this test?
Smarter Balanced Test or WA-AIM Through this assessment, I will be able to modify my instruction
Grades 3-8 based on the results and standards of these assessments.
Subject tests: ELA and Math
Washington Comprehensive This assessment will help me to understand what the students
Assessment of Science (WCAS) or WA- should know at these grade levels. This will allow me to
AIM incorporate the standards into my lesson plans to ensure students
Grades 5, 8, and 11 can succeed.
Subject test: Science
Peer Feedback – Assessment Plan
Give written feedback to one classmate on their assessment plan using the Ladder of Success strategy. Your
feedback should follow principles of feedback discussed in class and from reading resources assigned in
class. Consistent with these principles, make sure to reference the expectations for this portion of the portfolio
assignment.
Strategy: Directions: Refer to the descriptions of exemplary performance in the
Ladder of Success assessment plan. For each description, give your partner’s work a if there
is strong evidence of the description, a – if there is some evidence of the
description, or a Ο if there is no evidence of the description. Then, in the
large space on the right, provide your peer a summary of where their work is
strong and support them to identify next steps to take in their work.
Feedback Given to your Peer
Identifies relevant - I noticed an art standard was chosen to go along with the other
learning standards from math standards. Using these standards meets the criteria of
both within and outside including standards from both within and outside the core content
the core content area. area. All the students are suited for 3rd graders, which is your
Identifies a defensible attended grade level, so it works really well.
DOK level for each - I can see you have chosen a DOK level for each standard. The
learning standard. descriptions seem to match the level chosen very well.
Illustrates every DOK - - All the columns are filled out in the cognitive complexity matrix
level for each learning page. Could the DOK levels have more depth to them? To my
standard by providing understanding, the DOK levels are all very similar for each
specific, attainable, and learning standard. For example, for the first standard you chose,
measurable statements DOK 1 and DOK 2 are identical. Should every DOK level be
(learning objectives) that more specific and challenging?
would demonstrate the - I can see you have thought out the assessments very well. The
level of cognitive assessments are explained in detail how they will be used. These
complexity. are great ideas. Could the assessments use more
Identifies informal and information/detail on how they will provide you and the students
formal assessment with feedback and their progress? For example, the self –
activities for each assessment category was a great start, but how can the group
standard that scaffolds discussion informal assessment be used to help students and
learning to the DOK level yourself? Overall, great work! You have a great start for your
identified and beyond and assessment.
describes anticipated
formative/ summative
information with detail.
As a whole, serves as a
bridge between learning
standards, instruction, and
assessment activities that
will take place in the unit.
Learning and assessment
are integrated.
Feedback Received from your Peer
Identifies relevant • I think using ELA Literacy standard is great way to go
learning standards from considering your grade level and the other math standards.
both within and outside Using these standards seem like they will work very well
the core content area. together, especially if you have ELA students in your
Identifies a defensible classroom. You used standards both within and outside your
DOK level for each core content area and these will work well for your intended
learning standard. grade level.
Illustrates every DOK • All of the choices you used for your DOK level were good
level for each learning choices and made sense. The descriptions for each DOK match
standard by providing up well with each learning standard.
specific, attainable, and • I think you did a great job in the cognitive complexity area you
measurable statements went in depth and filled all of the requirements well. The only
(learning objectives) that thing I would recommend in this portion of the portfolio is that
would demonstrate the a lot of the DOK levels sound similar so maybe see if there is
level of cognitive something you could do just to make each one more unique. If
complexity. you feel this is not possible considering your standards, then I
Identifies informal and think it still looks very good.
formal assessment • All of your assessments both formal and informal were well
activities for each thought out and I think would help your grade level a lot. Self-
standard that scaffolds assessment is so important, especially in math so I like how
learn to the DOK level you use that in the informal assessment. The project for the
identified and beyond and formal assessment is also another great idea, I was not really
describes anticipated thinking of that just because the word assessment made me
formative/ summative think test but that is a great idea to help your students learn
information with detail. more and to see where your students are at. Well done in this
As a whole, serves as a section.
bridge between learning • Your whole assessment plan does a great job being a bridge
standards, instruction, and between learning standards, instruction, and assessment. Great
assessment activities that work with your portfolio and as long as you stay on the same
will take place in the unit. track, I think you will do great.
Learning and assessment
are integrated.
Assessment Opportunities
In this section of the portfolio, you will develop/describe different forms of assessment you will use in your
unit. Across all your planned assessment activities, you will want to make sure you have addressed each
learning standard thoroughly, and provided assessment opportunities for students to demonstrate achievement
of different depths of knowledge. Your assessment preparation should include thoughtful consideration of how
your assessments tasks/activities will reach students of all backgrounds, abilities, and identities in ways that
recognize their strengths (not just weaknesses) and recognize them as valuable contributors to the classroom
community. The due dates for drafts of the following sections are as follows:
Informal Assessment Strategies: Wednesday, October 14

Selected-response Assessment: Wednesday, October 21
Constructed-response Assessment: Wednesday, October 28
Full Assessment Opportunities section: Wednesday, November 11
You will earn 1 point for each deadline that is met with a full draft reflecting an honest attempt at the relevant
section(s).
Informal Assessment Strategies

Here, you will describe a sample of four informal assessment strategies you will use to gather evidence of
student thinking and progress toward the learning objectives. This evidence should be immediately actionable,
allowing you to make an instructional decision in the moment or plan for the next day’s instruction. Among
your formative assessment strategies, you must include some form of self-assessment and some form of peer
assessment. It is possible that one or more of your informal assessment strategies might overlap with other
forms of assessment you have planned (i.e., selected-response, constructed-response, performance assessment).
In such cases, describe the assessment strategy briefly here and then in more detail in the relevant following
section. For strategies that may be routine and frequently occurring, just describe one instance of the strategy.
Strategy 1
Describe the activity:
Self-assessment: Students will rate their understanding based on a 1 to 3 scale. 1 meaning I need a lot of
assistance, 2 meaning I am struggling but not completely lost, 3 meaning I understand and am ready to
complete it on my own. This activity can be performed after I explain the assignment and the information
needed to complete the activity. This activity may address CCSS.ELA-LITERACY.W.2.8,
CCSS.MATH.CONTENT.2.OA.C.3, CCSS.MATH.CONTENT.2.OA.B.2 and
What evidence do you anticipate the activity will provide?

This will provide me with evidence on what students need extra help and which students are ready to move
on. Through this activity I can gather information about what students are having difficulties with.
How do you plan to use the anticipated evidence?

This evidence will help me decide if I am giving my students too much information or not enough, if I am
moving too fast or too slow. I can also use this evidence to know which students need help and point my
attention to them sooner to help them understand. I can use the evidence to modify my lesson plan as well.
Strategy 2
Peer assessment: Students will solve addition and subtraction problems in groups of 4. During this activity I
will walk around the classroom to note which students are struggling and those who don’t need any additional
guidance. This activity may address CCSS.MATH.CONTENT.2.OA.B.2 and

This activity will show me what students understand and it will help the students understand the material
better by seeing and hearing how others solved it. Explaining their reasoning will also help them to catch their
own mistakes, if a mistake was made. It will also teach students how to work together. It will also provide me
with an idea if students understand and can use mathematical terms/vocabulary while explaining their
process.

Through this evidence I can see which students work well together and how students benefit, this will help
me determine who to pair together and create seating charts. The evidence will also allow me to understand
what information needs to be reviewed again and what information the students understand.
Strategy 3
Collaborative group work: think – pair – share. I can ask the class a mathematical question where they will
need to recall on previous experiences and gather information from resources to solve the problem. Students
will work independently then discuss it with their neighbor and work together to understand their process,
then a few students will share with the class their thought process and answers. This activity may address
CCSS.ELA-LITERACY.W.2.8, CCSS.MATH.CONTENT.2.OA.C.3, CCSS.MATH.CONTENT.2.OA.B.2
and CCSS.MATH.CONTENT.2.OA.A.1

This activity will provide evidence that will allow me to understand students thought process and how
students solve problems differently. Sharing will help students find new ways to solve these problems as well
and serve as a refresher. This evidence will also show me if students are able to recall previous experiences
and use their resources to support them in problem solving.

I can use the evidence to learn about my students and what methods/strategies they prefer to use. I can also
use the evidence to see if the class is ready to move onto more challenging problems.
Strategy 4
Feedback breaks: exit tickets would include 3 things I learned today, 2 things I found interesting, and 1
question I still have. This activity could be done either at the end of a lesson or at the end of the day. This
activity may address CCSS.ELA-LITERACY.W.2.8

This will show me what questions students have and where they are still struggling. Making exit tickets
anonymous may be beneficial as well because students may be too shy to speak up with a question and this
would allow them to ask for help without that fear and worry.

I will use this evidence to address the questions that students have during the next lesson. I can also use this
evidence to adjust my lesson plan.
Peer Feedback – Informal Assessment
Give written feedback to one classmate on their informal assessment using the Two Stars and a Wish strategy.
Your feedback should follow principles of feedback discussed in class and from reading resources assigned in
assignment.
Strategy: Directions: Identify two positive aspects of your peer’s work and then
Two Stars and a Wish suggest something your peer might do to improve another aspect of their
work.
I like that you included the anticipate evidence through standards and bullet points. It made it very clear and
easy to follow. I also really like that your strategies included discussions because it is important for students
to have that social interaction and engage in conversations. I suggest adding a standard to strategy 1. All the
other strategies have a standard included at the end, so maybe you may have accidently missed adding it to
the first strategy. Overall, great work, your strategies are very clear!

Amazing job with aligning all your assignments with your DOK levels and using your evidence to support all
your activities. I liked how you did a self-assessment, peer assessment, collaborative group work, and
feedback. I like how all your activities help the teacher to student communication on what we have been
talking about in class about informal assessment. I think you mastered that! Excellent job. I really did not
see anything that you need to work on.. the only thing is that add your standards to your evidence section--
not the activity section for better organization
Selected-Response Assessment
Based off your assessment plan, develop selected-response items that assesses some or all of your stated desired
learning results. The specific number and form (i.e., multiple-choice, matching, true/false, select all that apply)
of selected-response items you need will be dependent upon how you have planned to use assessment
throughout the unit.
What standards will you address with selected-response At which DOK level(s) Which items address
assessment? Please provide the code (e.g., ELA- will this standard be this standard?
Literacy.RL.2.1) and text for each standard. addressed in the
Add rows as needed. following activities?
CCSS.MATH.CONTENT.2.OA.B.2 2 1, 3
Fluently add and subtract within 20 using mental
strategies.
CCSS.MATH.CONTENT.2.OA.A.1 2 1
Use addition and subtraction within 100 to solve one-
and two-step word problems involving situations of
adding to, taking from, putting together, taking apart,
and comparing, with unknowns in all positions, e.g., by
using drawings and equations with a symbol for the
unknown number to represent the problem.
CCSS.MATH.CONTENT.2.OA.C.3 2 2
Determine whether a group of objects (up to 20) has an
odd or even number of members, e.g., by pairing
objects or counting them by 2s; write an equation to
express an even number as a sum of two equal
addends.
CCSS.ELA-LITERACY.W.2.8 2 1, 2, 3
Recall information from experiences or gather
information from provided sources to answer a
question.
When in your unit will you use this form of assessment?
I can use this form of assessment at the beginning, middle, and/or end of my lesson, I would just need to
modify the lengths in order to ensure they are effective. It can be used in the beginning as a warm – up
(shorter length), in the middle as an activity (longer lesson), or at the end as an exit slip (shorter length) as
well.
Why is selected-response the best form of assessment to address the learning standards at the target DOK
level(s)? (Think about the strengths and weaknesses of each form of assessment.)
Selected – response is the best form of assessment to address these learning standards because although they
can cover a large sample of content, they are easy and efficient to score and it gives students practice for
standardized tests. These shorter assessments can be less stressful for students and can help them practice
learn the information for when it comes time to a larger exam such as standardized tests. It can also rovide
information about misunderstandings. If a student selects the wrong answer, I am able to see the answer
selected instead of leaving it blank. This will allow me to interpret their thinking and why they selected the
answer they did, doing this will allow me to clear the misunderstandings the class or student may have. This
will help them prepare for standardized tests by reviewing this information.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Insert your selected-response items below. Be sure to include answer keys as needed for the questions.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Strategy 1: Select the correct answer for the addition and subtraction problems (multiple choice)
1.) 10 + 5 = ___ a.) 20

b.) 27
c.) 15
d.) 5
2.) 20 – 2 = ___ a.) 22
b.) 18
c.) 7
d.) 12
3.) 20 – 14 = ___ a.) 6
b.) 17
c.) 20
d.) 3
4.) 8 + 8 = ___ a.) 0
b.) 7
c.) 16
d.) 13
5.) There are 30 a.) 30 – 14 = 16
colorful birds in a b.) 30 – 14 = 20
purple tree. If 14 birds c.) 30 – 14 = 44
are yellow, how many d.) 30 – 14 = 15
birds are another color?
6.) There are 50 yellow a.) 22
and pink monkeys at b.) 72
the zoo. If 22 are c.) 32
yellow, how many are d.) 28
pink?
Strategy 2: Select the correct answer (true false/multiple choice)

1.) The number 4 is an even number a.) True
b.) False
2.) The number 7 is an even number a.) True
b.) False
3.) Which number is even, 12 or 9? a.) 9
b.) 12
4.) Are the amount of hearts shown even a.) Odd
or odd? b.) Even

5.) Find the sum. Is the sum even or odd? a.) Odd
7+6 b.) Even
Strategy 3: Determine if the equation is addition or subtraction (fill in the blank).
Key:
6+3=9 8–6=2
2+5=7 3 + 7 = 10
10 – 4 = 6 9–5=4
4+1=5 8+1=9
7–3=4 5–2=3
Peer Feedback – Selected-Response Assessment
Give written feedback to one classmate on their selected-response assessment using the Traffic Lights
strategy. Your feedback should follow principles of feedback discussed in class and from reading resources
assigned in class. Consistent with these principles, make sure to reference the expectations for this portion of
the portfolio assignment.
Strategy: Directions: Identify aspects of your peer’s work that meet the success
Traffic Lights criteria (green), aspects where some improvement is needed (yellow), and
any aspects where substantial improvement is needed (red).
Green: Your activity is straight to the point, making it easy for students to understand the assignment. Overall
your SR assessment meets all of the criteria, great work.
Yellow: Can you create another activity through this standard?
Red: The majority of your standards are higher DOK levels so I understand why a lot of them could not have
been included in this portion, but is there another you could include? You could possibly lower the DOK
level to create an activity for students who are below the standard level to help them build up to the standard
level.
Green: I really appreciate the simplicity of these items! They are very simple and a great way to utilize this
response methods. I think this will help you a lot in gathering the information from your students if they
understand.
Yellow: Sometimes your wording can be a little confusing, although it might be intentional? In item 5, does
the color of the tree matter? Or is it just an extra thought.
Red: The only thing I would consider is asking students to show work on these items so you can understand
their thinking. Because these are SR items, they could just punt and get the correct answer, and give a false
understanding of the topic and what is asked of them.
Constructed-Response Assessment
Based off of your assessment plan, develop constructed-response prompts that assesses some or all of your
stated desired learning results. The specific number and form (i.e., fill-in-the-blank, short answer, essay) of
constructed-response prompts you need will be dependent upon how you have planned to use assessment
throughout the unit.
What standards will you address with constructed-response At which DOK Which items/prompts
assessment? Please provide the code (e.g., ELA- level(s) will this address this standard?
Literacy.RL.2.1) and text for each standard. standard be addressed
Add rows as needed. in the following
activities?
CCSS.MATH.CONTENT.2.OA.B.2 2 1, 2
Fluently add and subtract within 20 using mental
strategies.
Use addition and subtraction within 100 to solve one- and
two-step word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using drawings and
equations with a symbol for the unknown number to
represent the problem.
CCSS.MATH.CONTENT.2.OA.C.3 2 3
Determine whether a group of objects (up to 20) has an
odd or even number of members, e.g., by pairing objects or
counting them by 2s; write an equation to express an even
number as a sum of two equal addends.
CCSS.ELA-LITERACY.W.2.8 2 1, 2, 3, 4
Recall information from experiences or gather information
from provided sources to answer a question.
These forms of assessments will be done in the middle of a lesson or at the end, but never at the beginning.
These assessments are too long to be done as an entry task and they require more in depth thinking. They
will be done as activities to do with the lesson or to do after the lesson after the students have learned the
material and have had enough time to practice.
Why is constructed-response the best form of assessment to address the learning standards at the target DOK
level(s)? (Think about the strengths and weaknesses of each form of assessment.)
These learning standards target lower DOK levels such as 2 and 3. Integrating the learning standards into
these constructed – response assessments will allow for the activities to be more in depth.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Insert your constructed-response items/prompts below. Be sure to include rubrics or answer keys as needed for
each question. (If multiple prompts will be scored on the same rubric, you may present that rubric only once,
but make sure it is clear what prompts are aligned with each rubric.)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Strategy 1: Find the sum and show your work (fill in the blank/short – answer).
Key:
8 + 6 = 14
6 + 8, 14 – 6, 14 – 8
Holistic Rubric:
Score Description
4 100% of the assignment is completed
3 75% of the assignment is completed
2 More than 50% of the assignment is completed
1 Some work is completed but less than 50%
Strategy 2: Write subtraction equations that equal the number in each star (fill in the blank).
Key: Use numbers less than or equal to 30
7: [8 – 1], [10 – 3], [11 – 4], [20 – 13], etc.
9: [19 – 10], [30 – 21], [11 – 2], [15 – 6], etc.
3: [4 – 1], [5 – 2], [20 – 17], [15 – 12], etc.
11: [12 – 1], [20 – 9], [27 – 16], [15 – 4], etc.
Strategy 3: Gather materials. Determine if the number of objects are odd or even (short – answer).
Strategy 4: Solve the word problems and show your work (fill in the blank/short – answer).
Key:
1.) 49
2.) $78
3.) 126
4.) 145
5.) 115
Peer Feedback – Constructed-Response Assessment
Give written feedback to one classmate on their constructed-response assessment using the +, -, What’s Next?
strategy. Your feedback should follow principles of feedback discussed in class and from reading resources
assigned in class. Consistent with these principles, make sure to reference the expectations for this portion of
the portfolio assignment.
Strategy: Directions: Comment on what was done well in your peer’s work in relation
+, -, what’s next? to the success criteria (+) what could be done better (-). Then work with your
peer to establish a personal target to improve their work (what’s next).
+: I really like the assignments you chose to include. Your assignments are very straight to the point and
match your learning standards and their DOK levels.
-: Everything is looking very well, but I would suggest including directions for the mid unit test to ensure
students understand what they need to do.
What’s next?: Consider adding directions for the mid unit test. Other than that, keep up the good work!
+: I really like that you have multiple assessments that are relevant to your learning targets and DOK levels. I
also liked that you chose assessments that leave area for your students to show their work.
-: My only small critique is to include where in your unit you will use these assessments. You mentioned at
the middle or end of your lesson, but where in the unit?
What’s next: Other than that, everything looks good! Your portfolio is coming along very nicely!(:
Performance Assessment
Based off of your assessment plan, develop performance assessment prompts that assesses some or all of your
stated desired learning results. The specific number and form (i.e., structured on-demand, naturally occurring,
longer-term projects, simulations) of performance assessment prompts you need will be dependent upon how
you have planned to use assessment throughout the unit.
What standards will you address with performance At which DOK level(s) Which prompts (or parts of
assessment? Please provide the code (e.g., ELA- will this standard be the prompt) address this
Literacy.RL.2.1) and text for each standard. addressed in the standard?
Add rows as needed. following activities?
CCSS.MATH.CONTENT.2.OA.B.2 2 *assessing at DOK 1, 2
Fluently add and subtract within 20 using mental level 3*
strategies.
Use addition and subtraction within 100 to solve
one- and two-step word problems involving
situations of adding to, taking from, putting
together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings
and equations with a symbol for the unknown
number to represent the problem.
CCSS.ELA-LITERACY.W.2.8 2 1, 2
Recall information from experiences or gather
information from provided sources to answer a
question.
I will use this form of assessment in the middle or end of a unit to give the students a fun and educational
task. Before completing this task, we will learn about money and have a good understanding on it before
completing the money game. The students will have time given in class to complete their word problem
book. We will work on it throughout one week with short time frames every day. Students will also be given
supplies that they can take home to work on their book as homework.
Why is performance assessment the best form of assessment to address the learning standards at the target
DOK level(s)? (Think about the strengths and weaknesses of each form of assessment.)
The performance assessment is the best form to address these learning standards because it will allow
students to feel less pressured but still giving them an assessment that will be fun and graded. These
assessments will allow students to think more in depth and understand mathematical concepts.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Insert your performance assessment prompt(s) below. Be sure to include rubrics or answer keys as needed for
each prompt. (If multiple prompts will be scored on the same rubric, you may present that rubric only once, but
make sure it is clear what prompts are aligned with each rubric.)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Strategy 1: Word Problem Book
Materials: Paper, pencils, markers/crayons.
Students will create a book with 10 pages that will include at least 3 one step word problems and 3 two step
word problem. There needs to be included at least one word problem each for adding to, taking from, putting
together, taking apart, and comparing with unknowns in all positions. These word problems can be in an order.
After creating the word problems, you will need to create equations for them as well. You will also need to
solve the problems that you have created and show your work. You will get to decide what you want the subject
of your story to be about. The story must include illustrations that are relevant to the information on the page.
Be creative, use your imagination, and have fun with this project!
Category 3 – Mastery 2 – Proficient 1 – Developing

Mathematical Explanation shows Explanation shows Explanation does
Concepts understandings of some not show
the mathematical understandings of understandings of
concepts. the mathematical the mathematical
concepts. concepts.
Mathematical Word problems and Word problems and Word problems and
Errors written equations written equations written equations
contain no errors. contains one error. contain more than
two errors.
Neatness The final product is The final product is The final product is
legible, clear, organized but hard not legible and not
organized, and easy to read. organized. Very
to follow. difficult to
understand.
Illustrations Illustrations are Illustrations on Illustrations are on

relevant to the story 90% of the pages. less than 90% of
and on all the the pages.
pages.
Requirements Includes10 pages, Includes 10 pages, Includes less

with more than 3 3 one step word than10 pages, with
one step word problems, and 3 less than 3 one step
problems, 3 two two step word word problems and
step word problems. 3 two step word
problems, problems.
equations, problems
are solved, and
work is shown.
Strategy 2: Purchasing game
Materials: Worksheet, pencil, fake money, envelope, items for students to purchase
Students will be given a set budget of money. Each student will have fake money in an envelope which will be
your spending money. There will be different items for students to choose from and each item will cost a
different amount. Each item you buy will then need to be subtracted from the total or you may add up all your
items to ensure you do not exceed your budget. Students can work with their classmates if you wish. You will
have a worksheet to fill out to keep track of your money and the items you bought. Have fun and you may keep
your items that you bought as a reward, but your task must be completed in order to keep your fun items.
Category 3 – Mastery 2 – Proficient 1 – Developing

Mathematical Explanation shows Explanation shows Explanation does
Concepts understandings of some not show
the mathematical understandings of understandings of
concepts. the mathematical the mathematical
concepts. concepts.
Mathematical Worksheet contains Worksheet contains Worksheet contains

Errors no mathematical one mathematical more than two
errors. error. mathematical
errors.
Neatness The final product is The final product is The final product is
legible, clear, organized but hard not legible and not
organized, and easy to read. organized. Very
to follow. difficult to
understand.
Requirements Worksheet is Worksheet is 90% Worksheet is less

completely filled completed. than 90%
out (100%). completed.
Worksheet:
Total amount of money started with (budget): ____
1st Purchased Item: ____ Cost of Item: ____
How much money do you have now? Show your work below. ____
2nd Purchased Item: ____ Cost of Item: ____

3rd Purchased Item: ____ Cost of Item: ____

4th Purchased Item: ____ Cost of Item: ____






Answer all the questions and show your work.

Did you go over your budget or spend the correct amount?
If you went over your budget, what item(s) can you remove/put back to help meet your budget?
What would you do differently if completing this activity again?
Feedback for the teacher: What was challenging, what did you like, what didn’t you like, did this activity help
you with addition and subtraction, what could your teacher have done differently?
Peer Feedback – Performance Assessment
Give written feedback to one classmate on their performance assessment using the Warm and Cool strategy.
Your feedback should follow principles of feedback discussed in class and from reading resources assigned in
assignment.
Strategy: Directions: Comment on positive aspects of your peer’s work (warm) and
Warm and Cool identify areas that need improvement (cool). Provide hints on “how to raise
the temperature”.
Warm: I really like that you included how much time you were going to give the students to complete the
assignment. I also like that you included the instructions for students as bullet points. The bullet points make
it easier and clearer for students to understand what is required of them.
Cool: Nothing!
Raise the temperature: Nothing again! Your Performance Assessment is very straight forward, clear, and
matches your learning targets. Good job :)
Warm: Great job! You did a wonderful job creating meaningful tasks that align well with your standards and
goals for the lesson. Both tasks are creative, interactive, and I think students will really enjoy completing
these activities. I also think your rubrics are very specific, easy to read, and well-written for students to easily
understand and follow.
Cool: I am a little concerned that if you choose to complete the word problem book in class, it may take up a
good amount of time. Would you be assigning some parts as homework? Maybe consider shortening the task
a bit to possibly 6 pages, with 1 two step problem and 2 one step problems, for time’s sake. This is totally up
to you though, maybe include a little more in the “when will you use this form of assessment” to go into more
detail on this.
Raise the temperature: I don’t think there is much more you could do it improve! The only thing I can think
of is in the Purchasing Game, consider including the worksheet mentioned in which students fill out and keep
track of their money and purchases. What will this worksheet look like?
Synthesis Statement
In this final section, you will tie together your assessment planning and development, and connect it to your
future classroom and students. This is also a chance for you to communicate thinking you may be doing that
was not prompted elsewhere in the portfolio. Finally, you will reflect on your learning over the semester and
where you would like to go from here.
Write a 2-4 page, single-spaced statement that addresses the following questions:
1. In what ways do you plan to engage students in opportunities to articulate the learning targets, monitor
their own progress, and identify the support they need to achieve the learning targets?
2. How will your assessment practices value and acknowledge the assets students of all backgrounds,
abilities, and identities bring to the classroom?
3. How could you make assessment a positive force in your classroom, showing you and the students what
they are capable of and equipping them to grow toward their full potential?
4. How does the portfolio provide evidence that you have met or are beginning to meet the following
edTPA competency statement?
“Candidates individually and/or collaboratively design and implement a wide range of
assessment strategies to inform instruction and support student learning within and across
academic content areas.”
5. How have you refined and improved your work throughout the semester? In what ways do you think
you could further develop your ideas and planned assessment? From what you have learned about
assessment, what would guide this development?
6. What would you like to know more about regarding classroom assessment?
You will submit a draft statement by Wednesday, December 3. You will earn 1 point for meeting this deadline
with a full draft reflecting an honest attempt.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Insert your Synthesis Statement below.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
I plan to engage my students by motivating them to do their best and incorporating fun and engaging
activities that are relevant to their life. To engage students in monitoring their own progress I will give
students a binder to keep their work in and once a week we will look into them to see what areas we have
improved and what areas still need more improvement. I will remind my students that it is okay to not do
well your first time and that no matter what there is always room for improvement. I will support students
in meeting their learning targets by meeting with them and their family to establish a plan for school and
home to maintain their schoolwork. Students need support at home and from their educators, they need
people to understand how they learn and what methods work well for them. As an educator I will support
my students by taking the time to understand them so I can better help them understand the material.
During the unit I will use a think – pair – share strategy to allow students to come up with their own
thoughts and ideas before sharing and developing a deeper understanding. During this time, I can walk
around to observe student’s understanding of the concepts to gain an idea of where the students currently
are at in the unit. I will also implement self – assessment by having the students rate their understanding on
a 1 to 3 scale. 1 meaning I need a lot of assistance, 2 meaning I am struggling but not completely lost, 3
meaning I understand and am ready to complete it on my own. This will also help me understand what
students need help and which are ready to move on. Self – assessment will also teach students to reflect on
their own work and ask questions. I hope my students will use assessments to reflect on their work and the
feedback provided to create specific goals for themselves. To encourage goal setting, every two weeks the
students and I will all work together to create classroom goals that we all want to meet. These goals may
change every two weeks, but they also may not change, it all depends if the goals are met or if we need to
continue to practice them in order to meet our goals. I will also meet with students individually to ensure
they are setting their own personal academic goals. To make goal setting more fun for students, I want to
encourage them to set at least one personal goal outside of academics that is relevant to them.
In order to identify the support that students are needing, I will monitor their progress through
various activities such as informal assessments, selected responses, constructed responses, and performance
assessments. Some students are great at tests, but others are not, some do well with multiple choice while
others do not, and some do well with fill in the blank, but some do not. I have chosen assessments that
target all of these different types. By including different types of assessments, this will bring different
backgrounds, abilities, and identities to the classroom. The performance assessments I plan to include will
also bring a variety of identities and backgrounds to the classroom because these assessments are more
personal and engaging. Students get a sense of freedom with performance assessments because although
there are requirements to be met, the students are free to make their projects unique and their own by using
their own creative experiences and thoughts. For example, I am currently creating a children’s book for a
class which has many requirements with a topic of choice. I decided to write about my little sister and our
dog. This allowed me to bring my background and interests to the classroom. With the Word Problem Book
I have included in performance assessment, my students will be able to choose their own topic, which is
allowing and encouraging them to bring their interests, background, abilities, etc. to the classroom.
To ensure that assessments are a positive force in my classroom, I will remind my students that
scores do not define who they are and/or what they know and that it is okay to not succeed all the time. The
most important thing is to keep trying. My students will understand that they are required to make an effort
in order to succeed. I will remind my students to look at their results as what they can improve instead of
viewing feedback negatively as failure because there is always room for improvement. To keep a positive
outlook on assessments I will also ask my students what I can do as their educator to help them succeed and
why they may view assessments in a negative way. We will take the time to work as a class to discuss these
obstacles in order to overcome these challenges and create an environment where assessments are positive.
I will also remind my students that if they are needing extra time on an assignment/assessment for any
reason that they are welcomed and encouraged to discuss their thoughts with me. It is important to me that
my students know that I will not shut them or their feelings out. Additionally, I will also let my students
know about my personal experiences with assessments and feedback. For example, I could mention this
portfolio in order to inform them that I enjoyed receiving feedback for this assessment because I wanted to
understand more and continue revising, even though it could be challenge at times.
This portfolio shows that I am beginning to meet the edTPA competency statement that is described
above. I would not say I have completely met this statement yet because I understand that there is always
room for improvement, therefore I am on track to meet this, but I still need to improve my work through
revision. Revising my work will also help me to fully understand the importance of these assessments. This
portfolio has allowed me to learn about different types of assessments and when they are the most
beneficial. Throughout this portfolio I have created many assessments that I can use as part of my
instruction in my future classroom that will support my students. This portfolio has also prepared me for
the edTPA because it has taught me many different types of strategies to informally gather information
about students in order to identify the support that they need so I can better assist them. I am supporting
student learning across academic content areas because although this unit is focused on 2 nd grade
mathematics (addition and subtraction) I have included an English Language Arts (ELA) standard in this
unit to include other content areas. In mathematics, a lot of the time students are required to recall on
previous information and obtain information in order to support their answers, which the ELA standard I
included in the lesson, focuses on these aspects. All the assessments and activities I have created align with
at least one standard in 2nd grade mathematics.
Throughout the semester I have reviewed and reflected on my work in the portfolio and the
feedback provided by Kristi and my peers. I also reviewed the feedback provided to me on our weekly
reading guided questions assignments. Reviewing these weekly assignments has also played a big role in
how I composed and revised the material in this portfolio. These assignments have supported me in gaining
more knowledge about assessments which benefited me during the completion of this portfolio. As I
reflected on my work and feedback, I have gained a deeper understanding on the material which has
allowed me to revise my work to ensure it is work that I am proud of. Throughout this course I have
learned about many different assessment strategies that before I did not have knowledge about. For
example, as a student I simply did not understand that educators use the think – pair – share strategy as an
informal assessment strategy. During my elementary years I thought this strategy was solely for the
students to think about what they understand. Not only have I improved my work through assignments, but
I have also gained a deeper understanding about assessments that will help improve my work as an
educator in my future classroom. This knowledge will help me better assist my students because I now
understand multiple strategies to assess students with, identify their strengths and weaknesses, support them
and further instruct them.
Additionally, in order to further develop my ideas and planned assessment it would be very
beneficial to test the assignments I have created by having a few students who are in 2nd grade complete the
activities. While the students completed the work, it would allow me to monitor their understanding and
progress, this would give me practice with supporting student learning and monitoring their progress. Also,
it would allow me to review the assignments and lessons I have created which would then be beneficial to
me and my future students because I could revise my lessons to make them more suitable, understanding,
and engaging. Furthermore, I could receive even more feedback on the assessments I created in my
portfolio by sharing them with other elementary educators or professors to further develop my
understanding and assessments.
I believe there is still so much that I can learn regarding classroom assessment. The first question I
have is what other ways can I as an educator help my students view assessments in a positive way without
making assessments seem unimportant? I also want to understand what I can do as an educator to decrease
the stress that comes with assessments, other than informally assessing students.
Peer Feedback – Synthesis Statement
Give written feedback to one classmate on their synthesis statement using the strategy of your choice. Your
feedback should follow principles of feedback discussed in class and from reading resources assigned in
assignment.
Two stars and wish strategy:
There is not a synthesis for me to give feedback on but I understand you have made arrangements with Kristi,
so good luck with your synthesis and the rest of your portfolio. I am sure it will be great!

Strategy: Two Stars and a Wish
Star: One idea I really liked from your statement was how you will incorporate self-reflection and monitoring
for your students. I think this is a great idea for keeping track of achievement and progress for both the
student and teacher. The self-feedback will be beneficial for your students when completing this lesson and
working towards each of the learning targets. It also shows that as an educator of this lesson you will be
taking an interest in student's achievement, create plans and identify areas of progress, and share with parents
to get academic achievement in all contexts.
Star: I really like how you clarified that you would have a variety of assessment opportunities for students
throughout the lesson. You emphasized the different ways students feel comfortable showing their knowledge
and skills through assessment and made it accessible for each student to be successful in different forms of
assessment. I also really liked how your statement emphasized incorporating all backgrounds, abilities, and
identities into the classroom from your assessment making your classroom inclusive for all students.
Wish: I do not see any areas of improvement for this statement. You did a really great job incorporating all
the necessary information and really enforced your key ideas and goals for this lesson, as well as your future
teaching!!

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Final Portfolio

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Assessment Portfolio

Through the development of your portfolio, make sure you are:

The overall assignment will be graded on the following rubrics:

(14 points) (16 points) (18 points) (20 points)

Provides a form of Provides a form of Provides a variety of Provides a variety of

Tasks/activities Tasks/activities Tasks/activities Tasks/activities

Informal Informal assessment Informal assessment Informal assessment

Use of the different Assessment Assessment Assessment

Tasks/activities Tasks/activities Tasks/activities meet Tasks/activities meet

(12 points) (15 points) (18 points) (21 points)

(7 points) (8 points) (9 points) (10 points)

Grade level, topic, & standards: Wednesday, September 2

Topic: Math – Adding and Subtracting

Fluently add and subtract within 20 using mental strategies

This standard asks students to create a product by writing an equation.

Recall information from experiences or gather information from provided sources

Students need to understand how to properly gather useful information.

Informal Assessment Strategies: Wednesday, October 14

Informal Assessment Strategies

What evidence do you anticipate the activity will provide?

How do you plan to use the anticipated evidence?

What evidence do you anticipate the activity will provide?

How do you plan to use the anticipated evidence?

What evidence do you anticipate the activity will provide?

How do you plan to use the anticipated evidence?

What evidence do you anticipate the activity will provide?

How do you plan to use the anticipated evidence?

Feedback Received from your Peer

When in your unit will you use this form of assessment?

1.) 10 + 5 = ___ a.) 20

Strategy 2: Select the correct answer (true false/multiple choice)

Feedback Given to your Peer

Yellow: Can you create another activity through this standard?

Feedback Received from your Peer

When in your unit will you use this form of assessment?

Key: Use numbers less than or equal to 30

7: [8 – 1], [10 – 3], [11 – 4], [20 – 13], etc.

9: [19 – 10], [30 – 21], [11 – 2], [15 – 6], etc.

3: [4 – 1], [5 – 2], [20 – 17], [15 – 12], etc.

Feedback Given to your Peer

Feedback Received from your Peer

When in your unit will you use this form of assessment?

Category 3 – Mastery 2 – Proficient 1 – Developing

Illustrations Illustrations are Illustrations on Illustrations are on

Requirements Includes10 pages, Includes 10 pages, Includes less

Category 3 – Mastery 2 – Proficient 1 – Developing

Mathematical Worksheet contains Worksheet contains Worksheet contains

Requirements Worksheet is Worksheet is 90% Worksheet is less

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10th Purchased Item: ____ Cost of Item: ____

Answer all the questions and show your work.

Feedback Given to your Peer

Feedback Received from your Peer

Feedback Received from your Peer

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