Running Head: JUSTIFICATION/RATIONALE 1

Week Four: Justification/Rationale for Artifacts in Domain B

Candee Edgar

National University

November 24, 2018

In partial fulfillment of the requirements for

TED 690 – Capstone Course

Instructor Clifton Johnson

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Abstract

This paper justifies and gives rationale for each of the selected artifacts which document

evidence of my teaching competencies in Domain B: Assessing Student Learning, and populate

my PDQP. The first artifact included is a paper written for TED 635, Assessing Student Needs; it

includes an explanation of ten assessments, their purposes, examples, and modifications for use

with special learners. An evaluation by my University Service Provider from my final

observation of my internship is included as artifact two to reflect my performance competencies

in assessing student learning for Domain B. The third artifact included in my PDQP is a

completed writing rubric which was used for scoring the average student’s narrative writing

story displayed in Domain D, as Artifact #2. Artifact four shows how students self-assess;

included documents are an anchor chart used for self-assessing partner reading and a self-

checklist for writing. Artifact five which populates Domain B is the Justification/Rationale

paper which describes each artifact.

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Justification/Rationale for Artifacts in Domain B

The artifacts which are included and reflective of my teacher performance competencies in

Domain B: Assessing Student Learning, and populate my PDQP validate the different types of

assessments which I use with my first graders, an assessment of my evaluation on how I monitor

student learning during instruction, an evaluation of a student’s performance, and documents

which show ways which students self-assess. Domain B includes the following two TPEs:

• TPE 2: Monitoring Student Learning During Instruction

• TPE 3: Interpretation and Use of Assessments (CCTC, 2013, p. 11-12).

For my first artifact in Domain B, I selected a paper written for the TED 635 course. This

paper showcases the ten assessments which I currently use with my first graders. Descriptions

are included for each assessment along with a purpose, an example, and modifications for using

the assessment with special learners. Being able to interpret the results of assessments by using a

variety of informal and formal assessments drives my instructional planning for all students. As

an effective teacher I must, “understand the purposes and uses of different types of diagnostic

instruments, including entry level, progress-monitoring, and summative assessments” (CCTC,

2013, p. 12).

The second artifact which populates my PDQP for Domain B is an evaluation showing the

scoring rubric and feedback from my University Service Provider after my final observation of

my internship which reflects my ability to assess students’ learning. This artifact demonstrates

my performance competencies during my final observation, and the rubric scores and feedback

provides evidence which indicate that I am able to carefully monitor my students throughout
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instruction to determine whether all students, including English learners and students with

special needs understand the concepts (CCTC, 2013, p. 11).

The third artifact represents a scoring rubric used to assess the average achiever’s final

performance assessment of the narrative story which is referenced in Domain D as Artifact #2.

This rubric shows the student’s progress and achievement for narrative story writing; I use this

type of rubric to give students feedback on their progress. Assessment rubrics serve as

documentation of the student’s achievement which is shared with the student’s family (CCTC,

2013, p. 12).

Artifact four includes two documents which “teach students how to use self-assessment

strategies... provide guidance and time for students to practice these strategies” (CCTC, 2013, p.

12). The first document is an anchor chart which is used for helping students to self-assess as

they learn the strategy of partner reading; this chart is displayed in the classroom for students to

visually see the steps of taking turns and reading together as they learn this reading strategy. A

student checklist for writing is another way to teach students to self-assess before they complete

their final writing assignments. Students take this list and check to see if they have met all of the

criteria needed for their writing assignment. Self-assessment provides teachers with a valuable

insight into students’ comprehension; it allows students to examine their own learning and lets

them identify areas which they need to improve. In using formative assessment it is important

students are taught to monitor and assess their own learning. In my class first graders are

constantly self-assessing by showing signals such as: Thumbs up – I’ve got it! Thumbs sideways

- I’m unsure! Thumbs down – I’m stuck! This quick and easy way allows me to monitor

progress and reteach if necessary.

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Assessing student learning whether it be for an individual or whole group can take many

forms; it can be as simple as a signal or as complex as a standardized academic state assessment.

As a multiple subject teacher, it is my responsibility to monitor student learning using ongoing

multiple and differentiated assessment options to evaluate my teaching performance (CCTC,

2013, p. 12). Most importantly I must continuously reflect on my own teaching, reflect, and self-

assess, as Costantino states, “Teachers need to demonstrate their own competency in order to

validate their ability to promote student achievement” (Costantino, De Lorenzo, & Tirrell-

Corbin, 2009, p. 11).

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References

Costantino, P., De Lorenzo, M., & Tirrell-Corbin, C. (2009). Developing a professional

teaching portfolio: A guide for success (3rd ed.). Upper Saddle River, NJ: Pearson.

The California Teaching Performance Expectations [PDF]. (2013, March). California

Commission on Teaching Credentialing.