About TPE 2:
Candidates for a Teaching Credential use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the state-adopted academic content standards for students. They pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products. Candidates anticipate, check for, and address common student misconceptions and misunderstandings.
About TPE 3:
Candidates for a Teaching Credential understand and use a variety of informal and formal, as well as formative and summative assessments, to determine students’ progress and plan instruction. They know about and can appropriately implement the state-adopted student assessment program. Candidates understand the purposes and uses of different types of diagnostic instruments, including entry level, progress-monitoring and summative assessments. They use multiple measures, including information from families, to assess student knowledge, skills, and behaviors. They know when and how to use specialized assessments based on students' needs. Candidates know about and can appropriately use informal classroom assessments and analyze student work. They teach students how to use self-assessment strategies. Candidates provide guidance and time for students to practice these strategies.
Candidates for a Teaching Credential understand and use a variety of informal and formal, as well as formative and summative assessments, to determine students’ progress and plan instruction. They know about and can appropriately implement the state-adopted student assessment program. Candidates understand the purposes and uses of different types of diagnostic instruments, including entry level, progress-monitoring and summative assessments. They use multiple measures, including information from families, to assess student knowledge, skills, and behaviors. They know when and how to use specialized assessments based on students' needs. Candidates know about and can appropriately use informal classroom assessments and analyze student work. They teach students how to use self-assessment strategies. Candidates provide guidance and time for students to practice these strategies.
Candidates understand how to familiarize students with the format of standardized tests. They know how to appropriately administer standardized tests, including when to make accommodations for students with special needs. They know how to accurately interpret assessment results of individuals and groups in order to develop and modify instruction. Candidates interpret assessment data to identify the level of proficiency of English language learners in English as well as in the students’ primary language. They give students specific, timely feedback on their learning, and maintain accurate records summarizing student achievement. They are able to explain, to students and to their families, student academic and behavioral strengths, areas for academic growth, promotion and retention policies, and how a grade or progress report is derived. Candidates can clearly explain to families how to help students achieve the curriculum.
ARTIFACT #1-MASTER TEACHER OBSERVATION FORM
For my first artifact, I decided to include a copy of my master teacher's observation notes from when I taught my 7th graders about The Five Highways of History (Geography, Economy, Technology, Society, and Government). As you will see, she mentioned one of the informal assessment strategies that I use when giving instruction and direction to students: "thumbs up, thumbs down." As I instruct, I simply ask students to put their thumbs up to indicate if they understand or thumbs down if they do not understand and have questions. This is a simple, yet effective method for checking for understanding because it involves all students and those students that do not understand will not feel as intimidated or embarrassed as they might if they are the only ones raising their hands and asking questions.  |
| MASTER TEACHER OBSERVATION FORM |
Summative assessments are those assessments that are used to evaluate learning , often for the purpose of assigning grades. One of the types of assessments I rely heavily upon in teaching history are rubrics. These are great tools to guide students on papers or projects and prior to assigning each, I make it a point to give to my students a rubric so they know ahead of time how they will be evaluated. In an earlier class in my program, we had to develop a lesson plan that incorporated state standards and had an explanation of what type of summative assessment we would incorporate. The following link will take you to my example on a unit covering the emergence of new nations in South Asia, Southeast Asia, Africa, and the Middle East.
SUMMATIVE ASSESSMENT EXAMPLE
ARTIFACT #3-SUPPORTING LITERATURE REVIEW
With an influx of English Language Learners in the California classroom, it is important that teachers of such students know how to properly assess them. The following article by Tannenbaum (1997), explains that such assessment of ELLs must be practical and different than how we assess English-only speaking students. Tannenbaum (1997) explains what "practical" assessment means and provides solid examples for ELL teachers to incorporate into their repertoire.
PRACTICAL WAYS TO ASSESS ELLS
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