WTS 8 page 1

Instructional Assessment
Julie Rollins
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard 8
EDUW 693 Instructional Design and Assessment
Sara Heisler, Instructor
March 22, 2014







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WTS 8 Entry: Purpose and Organization
A seven-step learning process, supported by research, organizes many SMU Masters in
Education-Wisconsin entries. EDUW 691, Professional Skills Development, used the seven-step
process to focus on improving subject content to suit student growth. The WTS 7 entry for
EDUW 693, Instructional Design and Assessment, followed the seven steps to improve
instructional design and delivery; while WTS 8 aims to improve assessment and delivery.
This WTS 8 entry also alters documentation of the seven-step process from emphasizing
study of the process steps to an emphasis of internalizing the seven-step process as a continual
guide for professional improvement and instructional design. Therefore, a faster, note-taking
documentation suits this entry, with sections titled by the seven-step learning process applied to
improving educator effectiveness:
1. Start from standards. (Start by studying educator and student expectations to aim
beyond ones current knowledge and practices).
2. Pre-assess current performance to find weakest area(s) to improve. [Examine three
areas based on evidence: low-median-high student performance samples related to the targeted
standards, instructional practices (personal and peer observations), and learning environment
evidence that includes teacher observations and ongoing student input and anonymous surveys.]
3. Research credible sources for answers and insights to improve the weak area(s).
4. Incorporate answers and/or insights into a plan.
5. Implement the plan and gather evidence from three areas for assessment.
6. Post assess from two perspectives: How far have we come? (Compare post
assessments to pre-assessments.) How far to go? (Compare post assessments to standards.)
7. Reflect on the entire 7-step process as an educator-learner: What worked best to learn
efficiently? What did not work or should have worked for me as a learner? What are my next
learning steps?
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Step 1: Start with Standards
Teacher Standards
Source: Wisconsin Department of Public Instruction, Wisconsin Standards for Teacher
Development and Licensure ( focus areas for EDUW 693).

Wisconsin Teacher Standard (WTS) 8: Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the learner.

Knowledge
The teacher understands the characteristics, uses, advantages, and limitations of
different types of assessments (e.g. criterion-referenced and norm-referenced instruments,
traditional standardized and performance-based tests, observation systems, and assessments of
student work) for evaluating how students learn, what they know and are able to do, and what
kinds of experiences will support their further growth and development.
The teacher knows how to select, construct, and use assessment strategies and
instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The teacher understands measurement theory and assessment-related issues, such as
validity, reliability, bias, and scoring concerns.

Dispositions
The teacher values ongoing assessments as essential to the instructional process and
recognizes that many different assessment strategies, accurately and systematically used, are
necessary for monitoring and promoting student learning.
The teacher is committed to using assessment to identify student strengths and promote
student growth rather than to deny students access to learning opportunities.

Performances
The teacher appropriately uses a variety of formal and informal assessment techniques
(e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects,
student self-assessments, peer assessment, and standardized tests) to enhance her or his
knowledge of learners, evaluate students progress and performances, and modify teaching and
learning strategies.
The teacher solicits and uses information about students' experiences learning behavior,
needs, and progress from parents, other colleagues, and the students themselves.
The teacher uses assessment strategies to involve learners in self-assessment activities,
to help them become aware of their strengths and needs, and to encourage them to set personal
goals for learning.
The teacher evaluates the effect of class activities on both individuals and the class as a
whole, collecting information through observation of classroom interactions, questioning, and
analysis of student work.
The teacher monitors his or her own teaching strategies and behavior in relation to
student success, modifying plans and instructional approaches accordingly.
The teacher maintains useful records of student work and performance and can
communicate student progress knowledgeably and responsibly, based on appropriate indicators,
to students, parents, and other colleagues.
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Educator Standards
Enhancing Professional Practice: A Framework for Teaching by Danielson (2007)
served as the source for assessing educator effectiveness. See the two tables in the pre-
assessment section (Step 2) for assessments results based on one component in Domain 1 and
one component in Domain 3.
Academic Performance Standards
Subject: Language Arts (Grammar/Writing)
Grade level: 6
Topic of Targeted Unit: Creative Writing Task (during workshop)
Vertical Standards Source: Wisconsin State Standards
Vertical Standards Related to Targeted Lesson and Area to Improve: Applying the conventions
of standard English while writing a narrative paragraph that includes descriptive and sensory
details.

Wisconsin Language Standards
Conventions of Standard English
CCR Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Grade Grade-Specific Standard
Grade
1
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
Grade
2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and
correct spellings.
Grade
3
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and other studied words and for adding
suffixes to base words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings,
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syllable patterns, ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and
correct spellings.
Grade
4
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as needed.
Grade
5
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag
question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct
address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.

Text Types and Purposes
CCR Anchor Standard 3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
Grade Grade-Specific Standard
Grade
2
Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use temporal words to signal event
order, and provide a sense of closure.
Grade
3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences
and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
Grade
4
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses
of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events
precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Grade
5
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of
events.
d. Use concrete words and phrases and sensory details to convey experiences and events
precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
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Step 2: Pre-assess, Based on Standards
Assessment of Current Student Performance Evidence Related to Academic Expectations

Table 1a: Pre-Assessment of Academic Performance Compared to PK-12+ Vertical Standards
Skill
Level
Grade
Level
Significant Performance Factors that Determined Current Proficiency Rating
(proficiency = performance meets all expectations at and below the rating)
Lowest L-1
W-2
In language, lowest students do not consistently capitalize and use end
punctuation correctly. They do not consult reference materials as needed to
check and correct spellings at Grade 2 level. In narrative writing, lowest
students struggle to develop real or imagined experiences using effective
technique, descriptive details, and clear event sequences at Grade 3 level.
Median L-3
W-3
In language, median students do not use correct capitalization consistently
and struggle to use a comma before a coordinating conjunction in a
compound sentence at Grade 4 level. In narrative writing, median students
struggle to orient the reader by establishing a situation and use concrete
words and phrases and sensory details to convey events precisely at Grade 4
level.
Highest L-4
W-5
In language, highest students struggle to use a comma to separate items in a
series, with an introductory element, or after a direct address at Grade 5
level. In narrative writing, highest students struggle to engage the reader by
establishing a context and use relevant descriptive details at Grade 6 level.
Evidence source:
Area to improve
for targeted
lesson:
Assessment from other writing lessons and assessment of writing in other core
subject areas such as a test questions that have students writing a paragraph.
Application of the conventions of standard English especially the consistent
use of capitalization and end punctuation and correctly using the comma in a
compound sentence. Engaging the reader in narrative writing with the use of
descriptive and sensory details.


Approx. % Table 1b: Pre-Assessment of Student Attitudes/Actions Related to Assessment

a = 80%
b = 60%
c = 70%
Current approximate % of student learning/engagement observed by teacher during
(a) teacher-guided assessments in classroom
(b) independent assessments in classroom
(c) peer assessments in classroom
70% Current approximate % of completion for assessments assigned as homework.
70% Current overall accuracy in assessing own work using criteria or assessment tools.
70% Current understanding of formative assessment as a valuable learning strategy.




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Self-assessment of Instructional Assessment Methods and Practices Related to WTS 8
Table 2: Pre-Assessment of Assessment Design Based on Danielson Framework
Danielson A Framework for Teaching, Domain 1: Planning and Preparation (p. 63)
Component 1f: Designing Student Assessments (Read pages 59-63.)
Rating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished
Element Rating Current Evidence to Support Rating/Area to Improve
Congruence with
instructional outcomes
P All instructional outcomes are assessed through the proposed
assessment approach.
Assessment methodologies have been adapted for groups as needed.
Criteria and standards P Clear criteria and standards. Students do not contribute to
development of assessment criteria.
Design in formative
assessments
B Lesson plans include rudimentary-designed strategies to include
student participation in formative assessments as well as teacher
checks.
Use for planning P Plans to use assessment results in designing future instruction for class
as whole or for groups.
Specific area(s) most
in need of
improvement:
Involve students in formative assessments of own work and design assessments
for individual students.

Assessment of Learning Environment Related to Assessment Practices
Table 3a: Pre-assessment of Assessment Practices Based on Danielson Framework
Danielson A Framework for Teaching, Domain 3: Using Assessment in Instruction (p. 89)
Component 3d: Using Assessment in Instruction. (Read pages 86-89.)
Rating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished
Element Rating Current Evidence to Support Rating/Area to Improve
Assessment
Criteria
P Students are fully aware of the criteria and performance standards by which
their work will be evaluated.
Monitoring of
student learning
P Teacher monitors progress of whole class but makes limited use of diagnostic
information.
Teacher somewhat elicits diagnostic information from individuals regarding
their understanding and monitors individual progress.
Feedback to
students
B Teachers feedback to students is uneven quality and its timeliness is
inconsistent.
Student self-
assessment and
monitoring of
progress
B Students occasionally assess and monitor the quality of their own work
against the assessment criteria and performance standards and occasionally
make active use of that information in their learning.
Specific area(s) most in
need of improvement:
Feedback to students needs to be more timely and of consistently high quality.
Students need to assess and monitor the quality of their own work frequently
and make active use of that information.


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Table 3b: Pre-assessment of Assessment Practices Based on WTS 8 Teacher Standards
Rating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished
Element Rating Questions to consider in rating current performance and defining areas to improve
Criteria
and
Rating
System
P Could students name the learning objectives (what know/do) for an instructional
segment?
For a task, can students explain the line between unacceptable (below proficiency
range) and essentially proficient? ...between fully proficient and mastery (above
proficiency range)?
Does the rating system result in points/percentages/rating phrases that match the
proficiency range for the task based on standards for the grade level (or temporarily
adjusted expectations to raise overall PK-12 performance to standards)?
Monitoring P Do all students participate willingly in formative assessment, knowing that it will
be used to identify student strengths and areas to improve to promote student
growth rather than to punish inevitable learning mistakes? (I cannot fail.)
Do students experience teaching that adjusts for success based on assessments?
Do students quickly and objectively provide evidence and ideas for improvement
when the teacher solicits information about their learning experiences, what
worked best and what did not to achieve objectives?
Do students use subject terms and assessment criteria to question ratings and
frame discussions/questions rather than personal opinions and emotional thinking?
Would students agree that the teacher maintains useful records of student work
and performance and can communicate student progress understandably?
Feedback B Are students given immediate feedback during instruction that explains
specifically what is correct and incorrect? (Can each explain next steps?)
Student-
initiated
Assessment
B Do students consider continual formative assessments (informal and formal) as
not only beneficial, but necessary for successful learning?
Before deadlines, do students ask for additional formative assessments if unsure
of performance or to ensure performance meets high expectations?
Do students take responsibility for their own formative assessments and try to
evaluate objectively, knowing it will help them become aware of their strengths
and needs, and encourage them to set personal goals for learning?
Specific area(s) to
improve based on
contemplating
questions:
Students initiating and taking responsibility for their own formative assessments.
And then based on the evidence, students would set goals and make improvements.
Timely feedback for students.

Analysis Conclusion and Essential Question to Guide Research
The topic of inquiry that emerged from my pre-assessments to define areas to improve:
How do I improve student-initiated assessments for writing with a focus on the application of the
conventions of standard English, especially the consistent use of capitalization and end
punctuation as well as the correct use of the comma in a sentence? How do I help students
assume responsibility for self-initiated assessments based on the notion that they want to learn?
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Step 3: Research
Assessment Investigation Notes
Introduction
The tables use note format to (a) briefly name the source, (b) document the most
significant answer(s)/insight(s) from the source, and (c) show one example of a specific
application using expectations for the targeted lesson.
Table 1: Aligning Assessment to Developmental Expectations, Planning and Delivery
Source: Danielson (2007). Enhancing Professional Practice, A Framework for Teaching (p. 59-
63, 86-89)
Answers/Insights + Significant Details: Feedback must be informational. Draw student
attention to errors they can correct. The distance between current and desired performance must
be such that students have reasonable expectations of being able to achieve the goal. Feedback
must be timely. Regardless of quality, if the feedback is not timely it is not valuable to the
students. Peer feedback can be very helpful and powerful. Student writing will improve if the
standards for good writing have been clearly explained with actual samples of student work.
When students participate in the design of assessments, they are able to be purposeful about their
learning.
Example of Application: Providing more specific feedback to students rather than saying
good. Using a variety of formative assessments to provide immediate feedback for students.
Create a rubric with the students to assess their writing so that they better understand the
requirements.

Table 2: Assessment for Learning
Source: Dlaoshi, E. (2008). Assessment for Learning. Video.
Answers/Insights + Significant Details: Assessment is a celebration of learning along the way.
The learner is in charge of the learning, and our goal is to figure out how to get students to want
to learn. Seven strategies are as follows:
1. student-friendly targets
2. models of strong and weak student work
3. continuous descriptive feedback
4. teach self-assessment and goal setting
5. teach one facet at a time (sequential learning)
6. teach focused revision
7. teach self-reflection to track growth
Example of Application: Ensure that students can identify and understand the learning target(s)
of the day/lesson. Share examples of student work that show both strong and weak results.
Provide descriptive feedback in a continuous manner. Track the results of the formative
assessments to evaluate students individually.
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Table 3: 50 CATS (Classroom Assessment Techniques) by Angelo and Cross.
Source: 50 CATS by Angelo and Cross from Classroom Assessment Technologies (1993)
Compiled by the University of Oregon Teaching Effectiveness Program.
Answers/Insights + Significant Details: 1) Minute Paper students answer 2 questions - What
was the most important thing you learned? and What important question remains unanswered?
2) Content, Form, and Function Outlines students analyze the what, how, & why in an outline.
3) Interest/Knowledge/Skills Checklists students complete a checklist survey to indicate their
knowledge, skills, and interest in a course topic. And 4) Group-Work Evaluation students
complete a brief survey about how their group functioned and make suggestions for improving
the group process.
Example of Application: Minute Paper this would be an effective and quick formative
assessment of the specific objectives that students learned/met and objectives that students need
more practice with/did not meet in a lesson. It would allow for assessment of the whole class
and individual assessment as well.

Table 4: The Formative Classroom by Measured Progress.
Source: Measured Progress. (2011). The Formative Classroom. Video.
Answers/Insights + Significant Details: Formative assessments provide data, and it is essential
to use the data. Create flexible groupings based on the results of the assessment to allow for
small group re-teaching and enrichment opportunities. Formative assessments increase student
willingness to speak up and ask more in-depth questions. These assessments encourage students
to talk through their thinking process, which also encourages more student engagement of
learning and discussion among peers. Observation is an essential formative assessment; it takes
down the wall between a student and the teacher. The teacher is right there with the student as
they are learning.
Example of Application: Small group discussions can be a quick formative assessment strategy.
Students gather into small groups to share and compare their answers on the story questions due
that day. Students add to or change incomplete/incorrect answers. Teacher monitors group
discussions and asks each group which questions were most difficult and why. The class would
then come back as one whole and discuss the most difficult questions together.

Table 5:
Source: Heisler (2013). Instruction from Write Teaching Resource and EDUW 693
Answers/Insights + Significant Details: tools and guidance were shared for writing an
assessment rubric that is accurately assessing the student work based on the standards and
expectations of the unit/lesson, the importance of student self-assessment with the rubric prior to
the teacher assessment
Example of Application: improved assessment rubric of my narrative writing unit and future
writing units


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Conclusion and Implications: Most Significant Answers/Insights to Implement into Plan
My inquiry question: How do I improve student-initiated assessments for writing with a
focus on the application of the conventions of standard English, especially the consistent use of
capitalization and end punctuation as well as the correct use of the comma in a sentence? How
do I help students assume responsibility for self-initiated assessments based on the notion that
they want to learn?
For my targeted lesson, I plan to try these new ideas from research and course learning:
1. Students DO self-assessment, marking their papers.
2. Incorporating formative assessments more frequently and consistently as well as new
and effective strategies of assessment
3. Improving the assessment rubrics for student writing units
Step 4: Plan, I ncorporating Answers and I nsights from Research
See Artifact B, which shows the resulting lesson plan that met EDUW 693 course
requirements and incorporated ideas from research to improve assessment methods and tool(s).
Step 5: Implement Plan, Gathering Evidence
Artifact C shows student work with marks made by the student during assessment time
related to learning, corrections, and confirmation.
Step 6: Post Assessments
Tables 1a and 1b (pre-assessment of student performance) and 1c and 1d (post
assessment of student performance) show direct comparisons between the two tables.
Tables 2, and 3a and 3b show pre-assessment results with improved post assessment
ratings and changed wording to show evidence added in italics within parentheses.

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Post Assessment of Student Performance Evidence Related to Academic Expectations
Table 1a: Pre-Assessment of Academic Performance Compared to PK-12+ Vertical Standards
Skill
Level
Grade
Level
Significant Performance Factors that Determined Current Proficiency Rating
(proficiency = performance meets all expectations at and below the rating)
Lowest L-1
W-2
In language, lowest students do not consistently capitalize and use end
punctuation correctly. They do not consult reference materials as needed to
check and correct spellings at Grade 2 level. In narrative writing, lowest
students struggle to develop real or imagined experiences using effective
technique, descriptive details, and clear event sequences at Grade 3 level.
Median L-3
W-3
In language, median students do not use correct capitalization consistently
and struggle to use a comma before a coordinating conjunction in a
compound sentence at Grade 4 level. In narrative writing, median students
struggle to orient the reader by establishing a situation and use concrete
words and phrases and sensory details to convey events precisely at Grade 4
level.
Highest L-4
W-5
In language, highest students struggle to use a comma to separate items in a
series, with an introductory element, or after a direct address at Grade 5
level. In narrative writing, highest students struggle to engage the reader by
establishing a context and use relevant descriptive details at Grade 6 level.
Evidence source:
Area to improve
for targeted
lesson:
Assessment from other writing lessons and assessment of writing in other core
subject areas such as a test questions that have students writing a paragraph.
Application of the conventions of standard English especially the consistent
use of capitalization and end punctuation and correctly using the comma in a
compound sentence. Engaging the reader in narrative writing with the use of
descriptive and sensory details.

Table 1b:Post-Assessment of Academic Performance Compared to PK-12+ Vertical Standards
Skill
Level
Grade
Level
Significant Changes in Performance Compared to Previous Evidence
Current Proficiency Rating
(proficiency = performance meets all expectations at and below the rating)
Lowest L- 3
W- 3
In language, capitalization, punctuation, and spelling has shown
improvement; however lowest students are still struggling with correct usage
of the comma. In reading, lowest students could organize an event
sequence, but continue to struggle with using dialogue and description to
develop experiences.
Median L- 3
W- 3
In language, median students demonstrate command of the conventions, yet
struggle with quotations in their writing. For reading, median students use
concrete words and sensory details; however, most students still struggle
with using dialogue to develop their narrative writing.
Highest L- 5
W- 5
In language, highest students were able to use quotation marks correctly;
however they did not use comma, parentheses, or dashes to off-set phrases. In
reading, concrete description, sensory details, and dialogue were used
correctly by the highest students; narrating well-structured events is an area
that the highest students need to improve with their writing.
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Evidence source:
Most improved
performance:
Formative assessments of brainstorming with the think-pair-share activity as
well as the graphic organizer were used in the lesson. Students first self-
assessed their own writing with a checklist, then moved into the peer editing
process, and then made their final revisions before typing the final draft of
their narrative paragraph.
90 % of the students identified spelling, punctuation, capitalization, and
grammatical errors on their own paper before moving to the peer editing phase.

Evidence of Most Significant Improvements in Academic Performance
Students showed the most improvement with editing their own papers before moving to
the peer editing phase of the writing process. Many times students write or type an assignment
and do not even take the time to look over their own paragraph/paper. They struggle with what
specifically to look at and how to accurately assess their own writing. This is one step of the
writing process that was stressed in this lesson. Students were instructed to read their own
paragraph and specifically look at spelling, capitalization, punctuation, and grammar. Students
were to identify whether their sentences were simple sentences or compound sentences and note
their punctuation of that type of sentence. Students also had to look closely at their topic and
concluding sentence and evaluate their effectiveness in the paragraph. Identifying these tasks as
a clear and expected step of the writing process made a great impact on the students. It forced
them to take the time to accurately and completely edit their own writing before having a peer
edit it for them. Providing a detailed checklist that identified the exact expectations for their
paragraph was helpful for student to complete this part of the writing process with success.
Overall, students were successful with the self-assessment step of the writing process for this
Communication Arts lesson.



WTS 8 page 14

Approx. % Table 1c: Pre-Assessment of Student Attitudes/Actions Related to Assessment

a = 80%
b = 60%
c = 70%
Current approximate % of student learning/engagement observed by teacher during
(a) teacher-guided assessments in classroom
(b) independent assessments in classroom
(c) peer assessments in classroom
70% Current approximate % of completion for assessments assigned as homework.
70% Current overall accuracy in assessing own work using criteria or assessment tools.
70% Current understanding of formative assessment as a valuable learning strategy.

Approx. % Table 1d: Post-Assessment of Student Attitudes/Actions Related to Assessment

a = 80%
b = 90%
c = 90%
Current approximate % of student learning/engagement observed by teacher during
(a) teacher-guided assessments in classroom
(b) independent assessments in classroom
(c) peer assessments in classroom
90% Current approximate % of completion for assessments assigned as homework.
Homework was minimal; students worked during class to ensure that their writing
was meeting the required expectations.
90% Current overall accuracy in assessing own work using criteria or assessment tools.
Students showed great improvement with this when given specific guidelines and
expectations to base their self-assessments on.
90% Current understanding of formative assessment as a valuable learning strategy.
Most students recognized the importance of self-assessment of their own writing
before having a peer edit their paper.

Comparison of Pre- and Post Assessment Regarding Instructional Design
Table 2: Pre- and Post-Assessment of Assessment Design Based on Danielson Framework
Significant improvements from pre-assessments noted in italics.
Danielson A Framework for Teaching, Domain 1: Planning and Preparation (p. 63)
Component 1f: Designing Student Assessments (Read pages 59-63.)
Rating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished
Element Rating Current Evidence to Support Rating/Area to Improve
Congruence
w/instructional
outcomes
P
to P
All instructional outcomes are assessed through the proposed assessment
approach which is aligned with the instructional outcomes in both content and
process. Assessment methodologies have been adapted for groups as needed.
Criteria and
standards
P
to P
Clear criteria and standards. Students do not contribute to development of
assessment criteria.
Design in
assessments
B
to D
Lesson plans include well-developed strategies that include both teacher and
student participation in formative assessments.
Use for
planning
P
to D
Plans to use assessment results in designing future instruction for class as
whole, groups of students, and individual students.
Specific
area(s) most in
need of
improvement:
Involve students in formative assessments of own work and design assessments for
individuals. Students became much more involved in the assessment of their own
writing. Specific expectations were clearly defined for students as they assessed their
own paragraph before having a peer edit. Assessments were used to plan for future
instruction of individual students rather than the class as a whole or groups of students.
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Most Significant Improvements in Instructional Assessment Methods and Practices
1. Previous lesson plans focused on rough draft writing, peer editing, revising, and final
draft writing. This plan added the step of self-assessment before peer editing. Students were
given clearly defined directives to assess their topic sentence, concluding statement,
capitalization, punctuation, spelling, and grammar skills of simple and compound sentences. The
importance of this step of the writing process was stressed. Students were given class time to
evaluate their own paragraph, and this step has now been added to the writing process that will
always be used in my Communication Arts class.
2. Students were quite successful with the self-assessment step of the writing process.
They took this step seriously, and they were finding the errors in their writing that needed to be
fixed. There was great discussion when the students moved to the peer editing step of how to fix
spelling and grammatical errors that students previously identified on their own papers yet
needed help with correcting. Adding this step to the writing process in my class was an effective
strategy to improve student writing.
Comparison of Pre- and Post Assessment Regarding Learning Environment
Table 3a: Pre- and Post-assessment of Assessment Practices Based on Danielson Framework.
Significant improvements from pre-assessment noted in italics.
Danielson A Framework for Teaching, Domain 3: Using Assessment in Instruction (p. 89)
Component 3d: Using Assessment in Instruction. (Read pages 86-89.)
Rating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished
Element Rating Current Evidence to Support Rating/Area to Improve
Criteria P to P Students are fully aware of criteria/performance standards that evaluate their work.
Monitoring of
student
learning
P
to P
Teacher actively monitors progress of whole class and makes use of diagnostic
information. Teacher somewhat elicits diagnostic information from individuals
regarding their understanding and monitors individual progress.
Feedback to
students
B
to P
Teachers feedback to students is timely and consistently of high quality. Students
make use of the feedback in their learning.
Student self-
assess/
monitoring
B
to P
Students frequently assess and monitor the quality of their own work against the
assessment criteria and performance standards and occasionally make active use of
that information in their learning.
Specific area(s) most in
need of improvement:
Feedback to students needs to be more timely and of consistently high quality.
Students need to assess and monitor the quality of their own work frequently and
make active use of that information. Students need to be more involved in
contributing to the development of the criteria to increase their level of ownership
and pride of what is expected of them. Students must continue to assess and monitor
their own work and make active use of that information in their learning.
WTS 8 page 16

Table 3b: Pre-and Post-assessment of Assessment Practices Based on WTS 8 Teacher
Standards. Significant improvements from pre-assessment noted in italics.
Rating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished
Element Rating Questions to consider in rating current performance and defining areas to improve
Criteria
and
Rating
System
P





U
to
B/P
Could students name the learning objectives (what know/do) for an instructional
segment?
For a task, can students explain the line between unacceptable (below prof. range)
and essentially proficient? ...between fully proficient and mastery (above prof. range)?
Does the rating system result in points/percentages/rating phrases that match the
proficiency range for the task based on standards for the grade level (or temporarily
adjusted expectations to raise overall PK-12 performance to standards)?
I realized I was not at a proficient level with this element after learning about
assessments at our last face-to-face meeting. I was at a U level at the pre-
assessment, and now have a much better understanding of this element. Students can
somewhat explain these different levels of proficiency; however this is an area that I
need to continue to work on.
Monitoring P










to P
Do all students participate willingly in formative assessment, knowing that it will be
used to identify student strengths and areas to improve to promote student growth
rather than to punish inevitable learning mistakes? (I cannot fail.)
Do students experience teaching that adjusts for success based on assessments?
Do students quickly and objectively provide evidence and ideas for improvement
when the teacher solicits information about their learning experiences, what worked
best and what did not to achieve objectives?
Do students use subject terms and assessment criteria to question ratings and frame
discussions/questions rather than personal opinions and emotional thinking?
Would students agree that the teacher maintains useful records of student work and
performance and can communicate student progress understandably?
Students use subject terms and assessment criteria, but not all students are actively
participating in the self-assessment and providing evidence and ideas for improvement
for themselves. These are the individual students that require closer monitoring.
Feedback B

to P
Are students given immediate feedback during instruction that explains specifically
what is correct and incorrect? (Can each explain next steps?)
Timely feedback has improved, and I will continue to work on this.
Student-
initiated
Assessment
B






to P
Do students consider continual formative assessments (informal and formal) as not
only beneficial, but necessary for successful learning?
Before deadlines, do students ask for additional formative assessments if unsure of
performance or to ensure performance meets high expectations?
Do students take responsibility for their own formative assessments and try to
evaluate objectively, knowing it will help them become aware of their strengths and
needs, and encourage them to set personal goals for learning?
Some great improvements with student-assessment. I will continue to reinforce the
importance of this step in the writing process with all writing assignments. The
ultimate goal is that students will continue to improve on this skill, and they will do
this naturally for all subject areas and not just Communication Arts.
Specific area(s) to
improve based on
contemplating
questions:
Students initiating and taking responsibility for their own formative assessments. And
then based on the evidence, students would set goals and make improvements. Timely
feedback for students. I need to continue to work on the element of criteria and rating
system. I have used rubrics for grading writing in the past; however, these rubrics
need to be more specific and standard-based. The language of my rubrics needs to be
more precise and clearly defined by the learning targets.
WTS 8 page 17

Most Significant Improvements in Assessment Practices Related to Learning Environment
1. Students were much more aware of what the learning targets were for the lesson.
They knew exactly what our lesson was going to be focusing on, the specific outcomes of the
lesson, and the assessment criteria for the outcomes. Students were assessed and monitored
throughout the entire learning process; students having difficulty were identified during the
process and not at the end. Overall, students were much more successful with the end outcomes
of this lesson.
2. Students were actively involved with the writing process. They were on task, asked
questions, and used feedback to make improvements in their learning. Students reacted
positively as I monitored each of their progress more closely. For example, I would ask them to
read to me their topic sentence, a sentence that showed a sensory detail, one of their compound
sentences, or two words that they used a dictionary to spell correctly. This allowed me to
formatively assess their work, and it showed the students that I was interested in what they were
writing. The working environment of my classroom was much more on-task, and the students
felt more comfortable with taking risks with their writing. There were students who are
struggling writers that wrote great and interesting paragraphs. This teaching strategy changed
the atmosphere of my classroom.
Step 7: Reflection of My Entire Learning Process
Inquiry question that guided research, planning, and implementation: How do I improve student-
initiated assessments for writing with a focus on the application of the conventions of standard
English, especially the consistent use of capitalization and end punctuation as well as the correct
use of the comma in a sentence? How do I help students assume responsibility for self-initiated
assessments based on the notion that they want to learn?
WTS 8 page 18

My Most Effective Actions/Attitudes in My Seven-Step Learning Process, with Evidence
1. Using the Wisconsin Language/Writing standards was an effective guide for teaching
this lesson. I am much more aware of what is expected of the students at the state level
standards.
2. Being more aware of the thinking pattern strategies and the five levels of Blooms
Taxonomy produced a much more effective lesson plan. The students excelled when pushed to a
higher level of thinking throughout the lesson.
3. Increasing the amount and the quality of formative assessments during the lesson was
an effective improvement. The students responded positively to my involvement with them
throughout the entire writing process. This allowed me to give more timely and more frequent
feedback to the students.
4. Self-assessment is a very effective tool for students with the writing process. Making
self-assessment one of the steps of the writing process showed students the importance of this
step. Students did find errors in their writing on their own before moving to the peer editing
phase of the writing process. I observed many great conversations between students and their
peer editors on how to fix grammatical and spelling errors that they themselves had found.
Overall, students took the editing and revising phase of the writing process a bit more seriously
during this lesson.
My Least Effective Actions/Attitudes in My Seven-Step Learning Process, with Evidence
1. The greatest challenge was with students who did not complete the homework that
was assigned. Students were expected to come to class with the narrative paragraph completed;
students were then directed to self-assess their own paper. Students who did not have their
WTS 8 page 19

paragraph completed spent this time writing their paragraph; therefore they did not self-assess
their paper as carefully and accurately as the rest of the class.
2. As always, time is an issue. Students were engaged and involved with this learning
process; however we spent a great deal of class time to allow students to meet the needs of each
and every step of this writing process. My concern is will students take the time to write, self-
assess, edit, and revise accurately and completely if some of these steps are assigned as
homework. Due to fast-paced curriculum, I am not always able to allow for class time to
complete each and every step of the writing process. How does a teacher ensure that students
will always complete every step when they cannot always observe every step of the writing
process?
My Next Steps for Improving My Learning Process (What to Learn and/or How I Learn)
1. Developing appropriate and effective rubrics for scoring the students writing is a skill
that I will continue to work on. I am not confident with my ability to create and implement this
style of rubric. This is an area that I will continue to research, study, and practice to get better at
using this style of rubric.
2. I will continue to reinforce that self-assessment is an essential step of the writing
process. I plan to make this part of a class lesson in the next couple of writing activities, and
then transition the students to complete this step on their own. The goal is that students will
realize the importance of this step, complete this step automatically, and carry that practice into
their work/writing of other core classes.
WTS 8 page 20

References
Angelo, T., & Cross, K. (1993). Classroom assessment technologies (2
nd
ed.). San Francisco:
Jossey-Bass Publishers. Cited by University of Oregon Teaching Effectiveness Program
at http://tep.uoregon.edu/resources/newteach/fifty_cats.pdf
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2
nd
ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.
Dlaoshi, E. (2008). Assessment for learning. Video retrieved from http://www.youtube.com/
watch?v=3BFGwg9vGJc
Hatboror-Horsham School District. (2013). 2013 Understanding formative assessments.
Video retrieved from http://www.youtube.com/watch?v=ab4hbIsOonU
Heisler, S. (2013). Write teaching. Retrieved with password and username write1 from
MY SMU to Blackboard site at http://www.smumn.edu
Measured Progress. (2011). Formative Assessments. Video retrieved from http://www.youtube.
com /watch?v=rL54bfmZPzY


WTS 8 page 21

Artifact A: Example of an Assessment Method or Tool Before Improvement
This is the former assessment tool that was used to assess narratives. Text boxes indicate
problematic areas.
Narrative Writing Rubric


Title
2
grabs attention,
creative, exciting, and
makes reader want to
read on
1
fitting title, but lacks
creativity and
excitement
0
no title given to the
story


Introduction
Sentence
4
well written,
attention grabbing,
creative ideas, sets
mood of story
3
good job, includes
the who, when, and
what in an
interesting manner
2
satisfactory,
but does not set the
tone or mood of the
story very clearly
1
narrative has no
introduction

Detail
Sentences
4
interesting story,
events and details of
story are clear and
logical
3
story has details,
however purpose is
not always clear and
logical
2
focus is unclear,
paper lacks details
to support the story
1
needs
improvement, did
not meet the given
requirements

Concluding
Sentence
4
well done, narrative
has a clear and definite
ending
3
good job, includes
an attempt at a
conclusion, story is
not entirely
wrapped up
2
effort to create a
conclusion, reader is
left confused and
unsettled
1
narrative has no
conclusion

Paragraph &
Sentence
Structure
4
clear understanding
and usage of
paragraph, sentences,
punctuation, and
mechanics
3
a few errors with
writing a solid
paragraph and
complete sentences
2
needs some work
with writing a solid
paragraph and
complete sentences
1
poor paragraph
structure and
incomplete
sentences

Spelling
4
one or two spelling
errors in entire
narrative
3
three to five spelling
errors in entire
narrative
2
five to seven
spelling errors in
entire narrative
1
more than seven
spelling errors in
entire narrative

Creativity
4
well done, high interest
narrative, very
creative
3
good job, narrative
has some
interesting ideas
2
satisfactory,
contains some
creative ideas, could
have been more
detailed
1
lacks imagination
and creativity

__________ Overall Score out of 26

Categories and descriptors are not directly
related to standards.
The meaning of
4-3-2-1 rating, in
relationship to school rating
system, is missing.
The overall score cannot translate to a 0-80-70-60% grading system that
represents proficiency range in meting standards. First, all 1ratings do not
represent a just passing D grade. The descriptors represent work that is
not passing at all. Also, 80% of 26 is 21 points, but a student scoring all in
the 3 column would have 16 points, which is a D- by percentage.
WTS 8 page 22

Artifact B: Example of an Assessment Method or Tool After Improvement
The rubric below served as an assessment tool for the targeted lesson. Text boxes
indicate areas of improvement.
Narrative Paragraph Writing Rubric

Ratings 4 = Fully and consistently meets ALL expectations
3 = Meets All expectations with minor errors to fix
2 = Adequately meets expectations
1 = Needs improvement to bring the rating to proficient
0 = Must be improved and REDO is required
To convert rating to an A-B-C-D grade, add teacher ratings from the 3 categories:
12-11 =A
8-10 =B
6-7 =C
I f one rating of 1 is given, highest score is a C
I f two ratings of 1 are given, highest score is a D
If any category scores a rating of 0, a REDO is required

CATEGORY
4
Fully Proficient
Strong, consistent
evidence of high
quality narrative
paragraph
2
Proficient
Acceptable
(not strong) evidence
of 4-rating qualities
0
Not Yet Proficient
Indicated steps to
fix/redo and hand in to
be rescored
Student
Self-
Rating
Teacher
Rating

Ideas
Quantity


Quality

~complete ideas
~fully developed
thinking patterns

~insightful
~includes the who,
what, when,
where, and why

~complete ideas
~adequate
development for
thinking patterns

~correct
~enough perspectives
of the 5 Ws

~add enough ideas
and/or development for
completeness
~add the missing who,
what, when, where, and
why
~correct the errors

Structures
Paragraph
Topic
Details
Conclusion
Order of Ideas

Sentence
Simple &
Compound


~efficient structure
of complete
paragraph



~correct structure
~included both
simple and
compound
sentences

~appropriate structure
of paragraph




~adequate structure
~attempted both
simple and compound
sentences

~ use structures that are
correct
~add the missing parts
to complete paragraph
~correct sentence
structure errors
~change sentence
structures to include the
missing type of
sentences

Conventions
title, spelling,
capitalization,
punctuation,
format

~proper level of
conventions; no
errors or rare &
minor errors

~proper level of
conventions; minor
errors exist but
proficiency is evident

~correct the errors to
improve level of
writing based on
conventions

Total

Categories and
descriptors are more
specific and based on
the components of
the standards on the
improved rubric.

The meaning of a
4-3-2-1 rating is more defined on
the improved rubric.

The overall score more accurately
represents the students proficiency
level of meeting the standards for the
unit/lesson.

WTS 8 page 23

Artifact C: Improved Lesson Plan and Assessment Criteria
Highlighting defines new practices applied to this lesson plan to align expectations,
content, process, product, and assessment during the WTS 8 learning process.
5 planning elements: objectives, content, process, product, assessment (3 types: diagnostic,
formative, summative). One example in CAPITALS/YELLOW HIGHLIGHT
5 assessment tools/methods: five formative or summative methods
6 Blooms Taxonomy: recall, understand, apply, analyze, evaluate, synthesize/create. Explain missing or eventual levels.
5 thinking patterns: define, compare, relate, argue circumstance, give evidence. Give purpose + developing pattern.
5 instructional strategies/techniques: see 693 term sheet for ideas
3 different differentiation or variation strategies (Differentiate = necessary for student. Vary = appeal to sustain learning.)
Differentiate elements: expectations, content, process, product, assessment method.
Differentiate by performance levels: LL, ML, HL (low, median, high levels)
Differentiate by multiple intelligences: MUSICAL, VISUAL, VERBAL, LOGICAL, BODY/KINESTHETIC,
INTERPERSONAL (social), INTRAPERSONAL (solitary), NATURAL, EXISTENTIAL
Differentiate by learning styles: CONCRETE/FEELING, ABSTRACT/THINKING, ACTIVE/DOING,
REFLECTIVE/WATCHING; ACCOMMODATING (FEEL+DO), ASSIMILATING (THINK+WATCH),
CONVERGING (THINK+DO), DIVERGING (FEEL/WATCH),
Differentiate by senses: SEE, HEAR, TOUCH, SMELL, TASTE, DO, EMOTION, SETTING.
1 use of technology incorporated into entire unit (green type)
1 example of making purposeful connections: widening perspectives to realities, interests,
students past/present/future, cultural/racial/ethnic awareness, gender sensitivity, etc.

Unit Name: Narrative Paragraph Writing/Compound Sentences
Grade(s): 6
Time Period/Dates for Entire Learning Unit: February 27 March 7
Technology/Resources/Materials Needed for Targeted Portion of Unit: PENS program student/teacher
resources, student samples of narrative paragraphs (both strong and weak), graphic organizer template, word
processing program (Microsoft Word)

1. Assess current skills grade range based on vertical standards:
Lowest=Gr. 1 (L) and Gr. 2 (W)
Highest=Gr. 5 (L) and Gr. 5 (W)

2. Define this units proficiencyrange (P) based on vertical standards:
P=Gr. 3 (L) and Gr. 3 (W)
P=Gr. 5 (L) and Gr. 5 (W)

3. Clarify targeted expectations to include subject standards, discipline literacy standards, and other expectations
that will represent this units assessed proficiencyexpectations.

Conventions of Standard English: Wisconsin Language Standards
CCR Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Grade Grade-Specific Standard
Grade 1
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular
words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Grade 2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
WTS 8 page 24

Grade 3
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words
(e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns,
ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Grade 4
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as needed.
Grade 5
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of
the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.

Wisconsin Writing Standards
Text Types and Purposes
CCR Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-
chosen details, and well-structured event sequences.
Grade Grade-Specific Standard
Grade 2
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to
describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Grade 3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds
naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show
the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
Grade 4
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to
situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Grade 5
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or
show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.

Differentiated Expectations: Students with IEP documentation will receive more direct guidance from special education teacher as
they write their paragraph
____________________________________________________________________________________


WTS 8 page 25

4. Briefly define the summative task(s) to demonstrate proficiency in this units objectives.
Students will write a narrative essay in the format of a newspaper page. The paragraph will include a topic, details
organized in a sequential manner, and a conclusion. The final product will be assessed with a scoring rubric.

5. Attach assessment tool or list criteria for measuring summative proficiency on this task(s).
Written paragraphs will be scored with the rubric (see Artifact B); proficiency is a score equivalent to a C or higher.
________________________________________________________________________________________
6. Define Essential Unit Answer/Understanding:
Narrative writing shows the reader a significant experience in their life. Students will remember a memorable
person, experience, or event from the past or present.

7. Define Essential Unit Question:
Has a person, experience, or event in your life made a lasting impression on you?

8. Make Connections!
a: Thinking patterns to connect EQ to EA:
In a group, develop a list of examples of topics for narrative writing.

b: How connect to students lives/interests/needs and widen perspectives based on realities?
Compare the list of examples that each group developed to your own life, and identify the
person, experience, or event you will select as the topic of your narrative writing.

c: How build integrity, empathy, insight?
Think about why the person, experience, or event is significant in your life and prove with evidence.
________________________________________________________________________________________________
9. Formative Learning Steps Leading to Unit Standards and Expectations:

9a. Formative Step 1 1 day
9b. Standard(s)/Expectation(s): Identify the criteria of narrative writing and review the basic structure of a
paragraph.
PURPOSE for/to AUDIENCE

What to learn? (knowledge/skills)
9c. Clear Learning Objectives
VOICE (delivery role), EMPHASIS, SUPPORT,
ORGANIZATION

How to learn? (patterns/process to thinkdo)
9d. Methods to Motivate/Connect/Sustain Learning
VALIDATE,
EDIT/REVISE
9e. How Assess
CorrectConfirm
to Proficiency?
1. Understand the criteria of
narrative writing






2. Analyze the basic structure of a
paragraph topic, details, conclusion
1. Teacher directed discussion

Share with the class a YouTube video explaining and
demonstrating narrative writing




2. Recall the hamburger concept of a paragraph

Show examples of narrative paragraphs and discuss
what make the examples strong or weak with a think-
pair-share format. Students paired together based on
ability so that higher level students are mixed with
lower level students.
1. Pre-assess student
knowledge of narrative
writing with an informal
assessment using
observations
DIAGNOSTIC

2. Students reflect on
the examples
cooperatively and share
their comments with the
class






Incorporating more demonstrations
with the use of technology and
examples of narrative writing, students
were more interested from the start.
WTS 8 page 26

9a. Formative Step 2 2 days
9b. Standard(s)/Expectation(s): Select a real person, experience, or event of significance and write a narrative
paragraph using effective technique, descriptive details, and clear event sequences.
What to learn? How to learn?
9e. How Assess

1. Recall and gather details of the
person, experience, or event of the
students life for the topic of the
narrative paragraph

2. Focus on using descriptive
language and vivid details to
recreate the experience for the
reader

3. Write a rough draft narrative
paragraph with topic, details, and
conclusion OBJECTIVE

4. Using the PENS program, recall
simple and compound sentences
and apply both types of sentences
to the paragraph writing process

1. Use a graphic organizer to recall the details for the
narrative paragraph
CONTENT


2. Collaborate with peers to share and check that details
are complete and descriptive

Encourage students to use figurative language, sensory
words, and vivid details

3. Use the PAVES-OVER acronym as students begin the
paragraph writing process focusing on purpose, audience,
voice, emphasis, and supporting details PROCESS
4. Students are expected to include simple and
compound sentences that are grammatically correct in
their writing.

Students will highlight 2 examples of simple sentences
and 2 examples of compound sentences in their rough
draft.
1. Teacher check of
completeness of ideas
FORMATIVE

2. Teacher observes
the pairs of students




3. Teacher student
conferences during the
rough draft writing
process
4. Teacher check of
the identified
highlighted sentences
FORMATIVE


9a. Formative Step 3 3 days
9b. Standard(s)/Expectation(s): Peer editing and revising the paragraph and type the final draft in the format
of a newspaper page
What to learn?
9c. Clear Objectives
How to learn? (patterns/process to thinkdo)
9d. Methods to Motivate/Connect/Sustain Learning
9e. How Assess
CorrectConfirm
1. Edit and revise
the rough draft











2. Use word
processing to create
a newspaper-style
page for the final
draft narrative
paragraph
1. Self-Evaluation of narrative paragraph.

Using a given check list, peer collaboration to edit the paragraphs.
Peers want to be sure to check that there is enough evidence to recreate
the experience.

Students make revisions. Continue the writing process during Writing
Workshop. Students with an IEP will have more teacher directed
collaboration and teacher will also edit their paragraph.

2. Students use the features of word processing to produce their
final draft of the narrative paragraph in the format of a newspaper-
style page.

Students might use columns, text-wrapping, centering, left/right
justified, insert, clip art, drawing tools, etc. to create a newspaper-
style page that displays their narrative paragraph in a creative way.
PRODUCT
Students with an IEP will have a modified expectation of the newspaper
style product. Since the expectations of the writing standard focus on
the details of a narrative paragraph, the IEP students will be assessed
simply on their writing and not the newspaper format.
1. Teacher
observation of peer
editing process










2. Rubric scoring for
assessment of the final
draft
SUMMATIVE



Students responded well to using a
graphic organizer to gather ideas.
Collaborating with peers encouraged
them to add more details.
Highlighting the sentences made
students evaluate the types of
sentences they use in their writing.
Having students write their
paragraph in the format of a
newspaper added the element of
creativity. This sparked the interest
of students with this unit/lesson.
Self-assessment is not a
step of the writing process
that I have made important
in previous lessons.
Making this an important
step was new and quite
effective.

Students are showing
improvement with the
editing step of the writing
process; they are editing
more carefully.
WTS 8 page 27

Artifact C: Examples of Low, Median High Student Work Showing Assessment Markings
Text boxes indicate areas that show significant improvement or lack of improvement by
comparison to usual previous outcomes based on progress toward PK-12 developmental
expectations/standards. Explanations are located in the Post Assessment section and at the end
of these artifacts.

This artifact shows an example of the self-assessment on narrative writing of a high student.
This student was able to identify their topic and concluding sentence as accurate and appropriate.
The student was able to identify spelling and grammatical errors. This student was also able to
identify compound sentences and simple sentences.
WTS 8 page 28





This artifact shows an example of the self-assessment on narrative writing of a median student.
This student was able to identify their topic and concluding sentence as accurate and appropriate,
but that they lacked creativity. The student was able to identify some spelling and grammatical
errors. This student was also able to identify compound sentences and simple sentences;
however they recognized that they need to use more compound sentences in their writing.





WTS 8 page 29



This artifact shows an example of the self-assessment on narrative writing of a low student. This
student was able to identify their topic sentence as accurate and appropriate, but lacked
creativity. The student recognized that their concluding sentence showed effort, yet it needed to
be edited. The student was able to identify some spelling and grammatical errors. This student
was also able to identify compound sentences and simple sentences.


Additional Information about Artifacts and Student Self-assessment

These artifacts show the self-assessment students completed on their narrative paragraph
writing assignment. Students were asked to find spelling and grammatical errors. They were
directed to highlight compound sentences in their paragraph. As students were completing their
self-assessment, I was monitoring and observing their work. I met with each student and asked
them questions about their topic and concluding sentences. I also might have asked them about
the simple and compound sentences that they included in their writing. This step of the writing
process allowed me to make formative assessments and identify students who needed more
teacher directives with editing and revising.