Emily Weigand

Professor Suk

EDUC 230-02 Education Field Experience

Fall 2021

Rationale Statement- Standard #6

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 teacher’s and learner’s decision making

(New Jersey Professional Standards for Teachers Alignment with InTASC, 2014, p. 8).

Artifact: Observation report 3 The Four Domains of the Child

Date of Completion: December 2021

Course Completed in: EDUC 230-02 Education Field Experience

Rationale Statement:

The artifact that I am using for this rationale statement is observation report #3 from my live

field experience in a private preschool classroom. The topic of the third observation is the four

different domains of a child. For this observation, I was to choose a specific student to observe

throughout the semester and take note of all the ways they changed physically, cognitively,

socially, and emotionally. For observation three, I noted where he was domain wise in the

beginning of the semester, so for my next observation I could go back and see how far he

progressed. This artifact is related to standard 6.i.7 “the teacher effectively uses multiple and

appropriate types of assessment data to identify each student’s learning needs and to develop
differentiated learning experiences (New Jersey Professional Standards for Teachers Alignment

with InTASC, 2014, p. 8). Although this observation did not mention formal assessment, I had to

observe student M and assess him in an informal way in order to collect the data needed. When I

go back to compare data from the end of the semester, I will be able to informally assess him

again and see where he is socially, cognitively, emotionally, and physically.

I found it a little bit difficult to complete this artifact, mainly because I felt as if I did not see the

student enough to fully assess where he was in each domain. I wanted to have all of my data for

this observation within the first visit so I could get a feel for where the student was at the very

beginning and very end of the semester. I had a general idea of ho9w developed student M was

within these four domains, and I also found myself asking the teachers where they thought he

stood. Since the assistant teacher spends a lot of one on one time with him, she was able to fill

me in on some areas I haven’t yet seen.

This observation can be beneficial to my future teacher self in the sense that it is a good reminder

that progress takes time, and it does not happen overnight. When working with any child, the

most important and rewarding moment is when you start to see the lightbulb going off in their

head, and the information finally getting through to them. Any teacher wants their student to

succeed, but it takes a lot of trial and error. Not everyone learns the same way, and it might take

longer for certain students to pick up on some things, and in this case student M is a perfect

example of that.
References:

New Jersey Professional Standards for Teachers for Teachers alignment with InTASC. (2014,

May 5). The Official Web Site for The State of New Jersey. Retrieved October 4, 2021, from

https://www.state.nj.us/education/profdev/requirements/standards/docs/ProfStandardsforTeacher

sAlignmentwithInTASC.pdf