Portfolio Artifact Rationale Statement Performance Assessment United Nations Context and Connection to Educational Frameworks This performance

e assessment was developed through an assignment in LTM 632 which focuses on assessment strategies. The inspiration for the assignment comes from an International Relations class that I teach for juniors and seniors at Marquette High School. I was able to design the course as an elective offering and I have been empowered to develop assessments. It is important to build a positive environment for discussion in this class and it is a weekly goal to encourage positive dialogue instead of debate among the students. For many students they must learn that a dialogue does not have to have a winner as a debate might. Dialogue is important for building an informed and civic-minded public. This performance assessment is designed to be summative after building many formative experiences into the class so that students can learn to better understand and respect multiple perspectives. Gardners theories on multiple intelligences are important in building this performance assessment. Students have an opportunity to build different skills and think critically in new ways. Bankss theories on multicultural education are also relevant here as students learn to consider how different viewpoints can all be rational. This work also calls to mind some of what Daniel Pink has studied and written about regarding the importance of building empathy in the classroom. Restate in your own words what this standard/ability means Teachers use a variety of strategies to promote higher levels of thinking. WTS #5 Teachers support active engagement in a social learning environment. AEA Conceptualization Teachers must consider how lessons support content knowledge and cross-curricular goals for developing a strong liberal arts education. Artifact Performance Assessment United Nations WTS #4 As a summative assessment, this assignment builds on multiple strategies throughout the semester. Students are supported to develop critical thinking about global issues, they problem solve through collaboration, and they have to perform a discussion to demonstrate their proficiency with the content. The teacher must employ, and be willing to adjust, multiple strategies to support students throughout the semester. AEA Conceptualization The teacher must be able to support students as they engage concepts related to current events and history through the examination of the processes within the United Nations. This lesson demonstrates that the teacher can combine content knowledge with skill to engage crosscurricular lessons. Standard/Ability WTS #4

Artifact Performance Assessment United Nations

WTS #5 This performance assessment gives the teacher an opportunity to build a positive social learning environment throughout the entire semester. Respecting all students as individuals and supporting the groups of students to create an environment where all are motivated to succeed as individuals and within a social context. The planning of this assignment demonstrates the necessity of the teacher to deliberately plan for a positive social learning environment.