Artifact Reflection Title of Artifact: American History, WWI Lesson Exam and Prezi Presentation Date Completed: February

2014 Artifact Description The artifacts that I used for this reflection are from a WWI lesson that I did in a freshman American History class. I have included the Chapter Exam as a form of formal assessment and a Presi Presentation representing informal assessment. Wisconsin Teacher Standard Alignment The artifact primarily aligns with Standard 8 Assessment: teachers know how to test for student progress, which states, The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. In the WWI lesson, I used the chapter exam as a formal assessment. The assessment included a compilation of questions meant to summarize the chapter and to check for overall understanding. The assessment was intended to assign a measure of achievement in the form of a percentage that could be translated into a letter grade. With this exam, I was able to evaluate how well students understood the information that I had presented. If the students passed the exam based on the grading scale set forth by the school district, it represented their intellectual development. When students passed the exam, they showed that they learned and retained details, thus showing intellectual development. The Prezi links that I have included show informal assessment throughout the chapter. I used questioning techniques during lecture to check for student understanding. During the Prezi, I would include questions in my presentation so that students could see the question and think about it, as well as hear it from me. The questioning technique was not to apply a grade, but to check for overall understanding of a specific objective. By listening to student responses to my questions, I was able to tell if students understood the objectives I was teaching. If the student responses were not correct, I could go back through the information I presented and explain the information in simpler terms. Prezi Links: http://prezi.com/96qhqyhcmmxi/events-leading-to-wwi/ http://prezi.com/nzyl7_ko7xtb/wwi-life-on-the-homefront/ http://prezi.com/2yvfrk60qnqk/impact-of-world-war-i-on-the-united-states/ UWP Knowledge, Skill, Disposition Statement Alignment The artifact primarily aligns with standard KSD1.f, Assesses student learning, which states, The candidate understands, is committed to, and can develop assessments that are clearly stated and congruent with instructional goals. The students are aware of how they are meeting the established standards and are involved in the goal setting process. I created the WWI exam on my own based on the information that I presented to the students. In this way, I understand how assessments work and am committed to creating one that represents what I have taught the students. The exam is laid out in a way that students clearly understand what they need to do and the expectations I have for each portion of the exam. At the beginning of each lesson, I would explain what we would be talking about that day and then describe the main ideas for each lesson. Students would then have a brief overview of the lesson and could judge whether they understood the information that was presented based on what it was that they should have been learning. I used information questioning throughout my Prezi presentations to see assess whether or not students understood the main concepts that I was presenting.

Secondary Alignment: 1. KSD3.b Uses questioning and discussion techniques 2. KSD1.f Assesses student learning 3. KSD3.d Provides feedback to students 4. KSD4.b Maintains accurate records What I learned about teaching/learning from this experience: Through reflecting on this standard, I learned that it is very important to continually assess students throughout each lesson. By continually assessing, a teacher has the chance to intervene any time students are not fully understanding concepts. Assessing informally allows students to be sure that they are understanding concepts, when they answer a question, they receive a response from the teacher. When students take the formal assessment, they can see how well they were able to learn information and possibly use the outcome for future learning. If a student did not take something seriously or did not study and they did not do so well, perhaps they will change their behavior for the next lesson. What I learned about myself as a prospective educator as a result of this experience/artifact: I learned that I am becoming better at informal assessments. I think it is very important that teachers ask questions as they present their lessons and more important that they adjust their instruction depending on the students response to the questions. I feel that I take teaching very seriously and I also take the assessment of my teaching even more so. In making my exams from scratch, I am able to include the information that fits to my intended objectives. Finally, I know that I need to continue to improve my questioning techniques and practice using higher order questioning.