Beruflich Dokumente
Kultur Dokumente
Nicole Rodamer
National University
DOMAIN B LITERATURE REVIEW
Abstract
This literature review describes the three artifacts in my Professional Development Quest
Portfolio (PDQP) in Domain B. Domain B includes TPE 2 and TPE 3; it focuses on “Assessing
Expectations", 2013, p. 11). The first artifact is a photo example of my student teaching class
using the informal assessment ‘Think-Write-Share’. The second artifact is a paper explaining
how I used differentiated instruction in a 4th grade math unit. The third artifact is a rubric and
assessment explanation for a 5th grade ecosystem culminating unit project. All three artifacts
According to Constantino and Lorenzo (2009) “Using national or state standards when
developing a portfolio provides credibility to the documentation” (p.11). I will be using the
"California Teaching Performance Expectations", 2013, p. 2). My PDQP can be found at:
https://rodamer-pdqp.weebly.com/
Artifact 1
The first artifact I choose for Domain B is a photo of my student teaching class using the
Think-Write- Share method of informal assessments during a lesson. In this photo, my students
are using white boards to practice solving math problems, then sharing their answers. This quick
share allows for the teacher to easily see who is understanding and who may need some extra
support and or practice. This allow for the teacher to adjust the lesson as necessary and address
misunderstandings immediately.
understanding during the lesson. TPE 2 states “Candidates use multiple measures for progress
monitoring throughout instruction to determine whether all students, including English learners
and students with special needs, are understanding content and making progress toward
Artifact 2
DOMAIN B LITERATURE REVIEW
grade math unit. It explains the lessons leading up to the assessment, and further discusses how I
used differentiated assessments for a GATE student, English Language Learner student, and a
Assessments. It establishes that I can use a variety of assessments and how to provide all
students in the classroom a fair assessment opportunity. TPE 3 states “Candidates understand
the purposes and uses of different types of diagnostic instruments, including entry level,
information from families, to assess student knowledge, skills, and behaviors. They know when
and how to use specialized assessments based on students’ needs” (Commission on Teacher
Artifact 3
Artifact 3 is a rubric used for a culminating ecosystem unit. This artifact includes the
rubric students would have access to while creating their final projects and a paper explaining
how students would be assessed on their final project. The explanation demonstrates how and
why each aspect of the final project relates to Bloom’s Taxonomy. This artifact demonstrates my
proficiency to “Candidates understand and use a variety of informal and formal, as well as
students’ progress and plan instruction. Candidates understand the purposes and uses of different
References
prep/standards/adopted-tpes-2013.pdf