Anchor Standard 5: Application of Content &
Anchor Standard 6: Assessment
Intasc Anchor Standard 5: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Intasc Anchor Standard 6: 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.
Intasc Anchor Standard 6: 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.
In the 6th grade classroom I always gave 2 options of exit tickets to ensure each students needs were met in the class. This was especially true in the class that has 8 out of 16 with IEP’s (exit ticket attachments below). The options were with or without notes, and word bank or no word bank on both the seed two exit ticket and the photosynthesis/parts of a flower exit ticket. If they chose to take either exit ticket without notes the exit was weighted as a double exit ticket and if they used their notes it was weighted as only one exit ticket. The exit ticket serves as a double assessment when students choose to use their notes. It allows me to assess if they understand the information and did they take thorough notes. The notes also tell me how well they know the information and if they know where to find the information in their notes. Secondly, for a student who does not use their notes, it allows me to assess their recall of the information. If students used their notes, I used the honor system and had students write on their paper used notes, but nothing if they did not use their notes. I also walked around the room to ensure that the honor system was being met and to observe who was struggling with the exit ticket. The supporting artifacts and explanation shows my understanding of Anchor Standard #6 (a-v): Assessment.
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I visually observed and assessed students by walking around the room and viewing their work on their germination lab results daily log chart. On this chart they should have sketches of the seeds changes, descriptions, notes on what a seed needs to germination, the amount of water added, the date, the location of their seeds in the classroom, and finally a full heading. They also had to get the class results (attached below) of the number of seeds germinated for the lab and figure out the class percentages. I gave an A for having all items filled in correctly, a b for partial work, and a c for not following directions. This also allows me to spend time with student making sure they understand what is expected of them and getting them caught up, so that they can complete the second half of the lab correctly. The second half of the lab incorporated technology by having them using a Google doc’s template to create an official lab report of the class results with a graph. Students spent 6 days in the computer lab working on this lab report that served as a final grade weighted at 500. This final stepped occurred after I moved on to the 7th grade classroom.
Through modeling students followed as I pulled apart my flower with their flower. I described the part of the flower, placed it in the correct box on the flower lab worksheet and labeled it (see below). This lab sheet was collected and assessed for students following directions, correctly labeling the parts of a flower, and finally for completeness of the assignment. This lesson was very well received by the students and they actively participated. All four science classes had grades of B+ or higher.
Grading in the 7th grade science class where I student taught was split into 5 sections, each worth 20 points. The grading sections are classwork, quiz, test, labs, and projects. The journal entries are worth a 95 (students did the work and passed it in) and 55 (students did not do the work and did not pass it in). However, for students who did not pass in the journal entries, I worked with them individually. I discovered that these students just needed a more detailed explanation and prompt questions to help them complete the assignment. Many of these students have IEP's and 504 plans, so this type of extra attention is very beneficial to the student's understanding. For every late assignment 5 points was taken off each day the assignment was late. Students had until 4 pm on the due day to turn the assignment in to the inbox drop for their class period. This allowed students to seek help after class or on breaks. I like this policy and feel that as a teacher it is important to provide this opportunity and offer help to students. It's extra important to students who do not have home support on homework assignments. Another alternative to turning in a paper copy was for students to complete their work in Google docs and then pass in a note saying to look in their google drive science folder. The supporting artifacts and explanation shows my understanding of Anchor Standard #5 Application of Content and #6 (a-v): Assessment.