Rationale #1: Report Card
As a way for me to get a general sense of reporting, I completed three reports on my final practicum. This artifact is filed under standard 5 because it demonstrates my understanding and use of assessment and reporting strategies. This report card is done on an average student that goes to Learning Assistance twice a week. I had taken quite extensive records of the student's progress and development and was able to have the chance to put all the data together to create something more meaningful. The three reports I completed were done on students of varying abilities. The reports were on a high achieving student, an average student and a lower achieving student. I learned how to use Report Writer to complete the reports. I wrote the reports based on the students growth and development from the time I arrived in February up to the last week of my practicum. I did many different types of assessments to help gather more accurate information to use in the reports. I learned efficient ways to make the recording process to go faster.
This will help me in the future when I have to do reports on all my students. It gave me the experience of writing comments and evaluating the students based on their growth and development. This process has helped to prepare me for the future reporting that I will have to complete for my own students. Even before completing these reports, I had to be concise and plan effectively on what I was going to assess the students. It has helped me understand what type of assessment records that would help me to do this type of formative assessment at the end of a term. It also showed me the importance of being able to document and report students’ progression and challenges. I also gained great insight on how to use Report Writer and find different things within the program.
Rationale #2: Reflective Lesson
Subject: Language Arts
Grade: 3
When planning a lesson, it is always important to keep in mind that it may not go according to plan. It is important to be adaptable and flexible. There are always things that may throw the lesson off like students’ energy level, classroom disruptions, school events, etc. One aspect that may alter the lesson is the students’ needs for that given day. There are times in which the students need a little more structure than other days and the lesson I am using for this standard required just that. This artifact is filed under standard 5 because it shows my ability and demonstration of being a reflective practitioner. It shows that I am aware of the learning surroundings I am creating and how to alter them. It also demonstrates my understanding of addressing various students’ needs individually. This lesson incorporated SMART reading strategies that required predictions making from the students. What I required was some volunteers to share their predictions but had only 1 student sharing. I had to reassess what exactly it was that I wanted the students to get from the sharing of each others' predictions. As a way for me to modify this lesson for the future and for the next day(as it was a three part lesson), I wrote some reflective notes to help make the lesson more structured to make
all the students accountable for their ideas.This has helped me become more reflective and critical towards the success of my lessons. It has helped me to address the issues and successes for each lesson and change them accordingly. It also helped me re-evaluate what exactly I was looking for from the students and ways that I could get them to show me that they were achieving that concept. This will help me in my own classroom to help ensure that I am providing the students with a learning environment and styles that allow them opportunities for success. It will also help me make sure that I am providing them with adequate opportunities to demonstrate to me that they are getting the specific concept (e.g. predicting).
Rationale #3: Rubric
Grade:3
Subject: Language Arts
In my long practicum class, I had two different novel study groups running a
t the same time. As a way to make marking more efficient, I created a rubric to assess their reading response logs. Every second chapter of the novel, all the students were required to answer various comphrension questions about the chapter. The questions varied from literal recall to inferential thinking. To address the various learning needs of the classroom, the amount of questions, written output and type of questions were adapted to suit the needs of the students(e.g. students with IEPs, high-achieving students) but what I was looking for remained the same. The rubric helped with making sure that the students had all the requirements for each response and to make the marking less time consuming. To ensure the students had the opportunity to succeed with their responses, we discussed as a class what things I would was looking for in their response. The rubric consisted of three key components that were to be present in the chapter response: ideas and content, communication/organization and mechanics. Students need to be exposed to what they will be assessed on before they do the activity so they have equal opportunity for success.
t the same time. As a way to make marking more efficient, I created a rubric to assess their reading response logs. Every second chapter of the novel, all the students were required to answer various comphrension questions about the chapter. The questions varied from literal recall to inferential thinking. To address the various learning needs of the classroom, the amount of questions, written output and type of questions were adapted to suit the needs of the students(e.g. students with IEPs, high-achieving students) but what I was looking for remained the same. The rubric helped with making sure that the students had all the requirements for each response and to make the marking less time consuming. To ensure the students had the opportunity to succeed with their responses, we discussed as a class what things I would was looking for in their response. The rubric consisted of three key components that were to be present in the chapter response: ideas and content, communication/organization and mechanics. Students need to be exposed to what they will be assessed on before they do the activity so they have equal opportunity for success.This was one of the first rubrics I created for assessment and it helped me with creating a fair and equitable marking scheme. It also helped me think critically about what were the important aspects that I wanted the students to include in their response. The ideas and content section held more weight as it was the one part of the rubric that helped me see whether or not the students were comprehending what they were reading. Creating this rubric, helped me with developing other rubrics for various subjects in my long practicum and will help with my future assessment. It is a great tool to use and has provided me with an efficient way of ensuring the students are meeting particular learning outcomes for the grade level. I will continue to use rubrics for various subject in the future.