8/14/2019 Reflection on Political Ad Rubric

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Standard Seven: Assessment

The competent teacher understands and uses appropriate formative and summative assessmentsfor determining student needs, monitoring student progress, measuring student growth, and

evaluating student outcomes. The teacher makes decisions driven by data about curricular and

instructional effectiveness and adjusts practices to meet the needs of each student.

This artifact is addressing Standard 7 about assessment. This artifact was chosen because

this summative assessment was utilized in a lesson I taught in a 11th

and 12th

grade Government

class. This artifact is an appropriate representation of the standard because it was created toassess instructional effectiveness and has been differentiated to meet the needs of various

students. The first part of the assessment was used in conjunction with a lesson that I co-taught

about the effectiveness of political advertisements based on the four types outlined. Before

showing the students the political ads to be analyzed by the class, we went over each segment ofthe rubric and explained what each category and number meant in terms of the advertisement.

After that explanation, we watched various political ads and analyzed their effectiveness in each

category using that same rubric. At the end of the class, students were to complete theassessment in which they had to make their own political advertisement based on the rubric they

had been using to analyze the professional political advertisements. In going over the rubric, then

giving students practice with that rubric, and only after those activities, asking them to complete

their own ad based on that criteria gives students ample time to familiarize themselves with theexpectations that they will be graded on. In presenting the assessment in this way, students have

multiple examples to draw upon as well as ideas about what an effective ad looks like. This is an

effective instructional approach because we clearly laid out the expectations at the beginning ofclass and allowed students to have a lot of practice with the rubric before we assessed them.

Additionally, the students had multiple options in the assessment and could create something that

best fit their interests and levels of creativity.

This artifact demonstrates my growth as a teacher in several ways. This assessment waspart of the lesson that was co-taught with another education student that our cooperating teacher

planned himself. This assessment was part of the lesson that he planned and wanted us to

implement in the lesson. It was a very different experience to have to teach and implement alesson and assessment that was made by another teacher. We had to learn the rubric and

expectations ourselves before we could try to teach them about it. We also had to understand the

reasons behind the assessment so that we could convey the importance of the assessment to ourstudents. It takes much more preparation to teach someone elses lesson because you didnt think

of it yourself and arent always familiar with the intentions behind the assessment or lesson. It

also made me step out of my teaching comfort zone because my cooperating teacher had a much

different style of teaching than I usually implement so I had to adjust to that. I also had to adjustto a co-teaching situation. I have had limited experience in a co-teaching situation and it really

requires trust and patience in order to get through the lesson. I had to trust that my partner was

prepared and was going to give accurate information and directions to the students. I like to be in

control and this situation I was not in sole control and it was hard for me to relinquish thatcontrol. I feel that I did very well and we taught well together. I learned a lot about my personal

teaching style but also how I could implement other styles depending on the situation.