Standard 6: Assessment

The teacher understands and uses multiple methods of assessment to

engage learners in their own growth, to monitor learner progress, and to
guide the teachers and learners decision making.
Reflection:
This standard focuses on the teachers ability to make appropriate lessons
and preparations in order to accurately assess each students performance and
comprehension. It addresses how the teacher engages learners in multiple ways of
demonstrating knowledge and skill as part of the assessment process. A critical
component that the teacher must embody is commitment to the ethical use of
various assessments and assessment data to identify learner strengths and needs
to promote learner growth. This disposition demonstrates the teachers motivation
to student success and ethical practice. I have incorporated this standard into my
teaching through various types of reading guides. These guides help the students
understand the content through organizing information, drawing inferences, and
critically thinking about the text. A few of the reading guides are attached to this
document as artifacts.
The reading guides aided my decision making and helped me establish what
content the students understood the most and what needed to be reviewed. From
gathering the data and evaluating the successes of my students in meeting learning
objectives, I carefully designed future lessons to accommodate for learner growth.
In particular, I was able to see from The Odyssey Reading Guide 2 that many
students were confusing the sequence of events in the story. The following day, I
decided to keep a list of all of the different places the main character ventured. I
also began to draw on the board more so that the students could visualize the plot.
Two other artifacts that are included derive from the unit reading a novel called
Staying Fat for Sarah Byrnes. These two authentic assessments helped the students
take notes of the story and critically think about the events and themes. The
assessment allowed the students to track their growth with reading the story and
see how the storys plot and characters develop over the course of the story. The
reading assessments and guided notes really guided me in my instruction.
Furthermore, the students were able to see throughout the unit their own growth in
understanding the story. Because there were multiple reading guides for The
Odyssey, the students could track and monitor their understanding of the story.

Artifacts:

The Odyssey
Reading Guide Part 2
Choose one of the following prompts and respond to it in two paragraphs.
(Each paragraph should be between 5-8 sentences). You may write your
response on the back of this form.
1. Song of the Sirens- In ancient Greek mythology, a siren is a sea creature-half
woman and half bird- who sings an irresistible song that lures men to their
death

What would you consider irresistible/luring in todays society? Why is it

deadly? Who does it affect? Write your own Song of the Siren that
describes this deadly topic.

2. Scylla and Charybdis- To be caught between Scylla and Charybdis is an

expression commonly used today. It is a metaphor for having to choose between
two evils.

Narrate, as if you were Odysseus, the experience with Scylla and

Charybdis. What was going through your mind at the time? What
were your men thinking/saying? Were you scared? Describe Scylla
and Charybdis. Did you think you would make it through the
channel alive? What advice did you give your men? If, in the end,
you had to choose between fighting Scylla or Charybdis, who would
you choose and why?

3. Helioss Cattle- Odysseus tells his men not to eat the Sun Gods cattle. Forced
to stay on the island because of a storm, his men begin to starve. Odysseus falls
asleep after praying to the gods. Meanwhile, Eurylochus encourages his men to
feast on the cattle. They agree and feast on the cows. The crew is then punished
by Zeus as a consequence.

What would you do if you were starving on the island? If you were
there, would you agree with Eurylochus or speak out against him?
Do you blame the men for eating the cattle? How might you defend

your position to Odysseus? Describe a time when it was hard to

make a decision and explain why. Were there consequences to the
decision you made? Relate it to the story of Helioss Cattle.

Staying Fat for Sarah Byrnes

Chapters 1-2 Notes
Character/Description:
(List the characters that we are introduced to. Give a brief description about who they are and
their role in the story thus far)

Vocabulary Words:
(Provide a synonym for each wordFirst, use a dictionary or your device to determine what
each words means)
1.
2.
3.
4.
5.
6.
7.

EnigmaReconstructivePunGrimacedContemptTerminalAmoeba-

8. Cretin9. Query-

Plot Summary:
(Provide a brief description about what is going on in the story)

Quotes to think about:

For all of those who finally stand up for themselves
Is the world a good or bad place? (19)
Every time you let somebody take your stuff, or let them see you hurt, you get killed (27)

Staying Fat for Sarah Byrnes

Chapter 3-4 Notes:
New Characters: (List any new characters we are introduced to and briefly describe them)

Journal: Below or on the back, answer the following questions. Provide as much detail and
information as you can to demonstrate your understanding.
What is unique about the friendship between Sarah Byrnes and Eric? Sarah Byrnes tells Eric:
You always have to think about survival, Eric. Trust me (58). What does Sarah Byrnes teach
Eric when she says this? Think about Erics flashbacks to when Sarah Byrnes was healthy;
describe the personality of Sarah Byrnes.