Assessment Portfolio

In this portfolio, you will develop an assessment plan and create assessments for a 2-4 week instructional unit
within a grade level of your choosing. Over the duration of the course, you will draft and refine your plan,
assessments and learning activities through an iterative process. This portfolio represents 65% of your graded
work for the course, and must be submitted by 11:59pm Tuesday, May 5. The components of the assignment
include:

1. Assessment Plan (25 points) – Before developing any specific tasks, you will provide a foundation for
the assessment activities in your unit.

2. Assessment Opportunities (25 points) – You will describe/develop four forms of assessment within
your unit:
a. In-process formative assessment strategies
b. Selected-response assessment
c. Constructed-response assessment
d. Performance assessment

3. Synthesis Statement (5 points) – You will write a 2-4-page single-spaced statement that synthesizes
your assessment plan and opportunities. Your response will address a variety of reflective and
summative questions regarding your assessment portfolio as a whole.

4. Peer Feedback (10 points) – You will give and receive feedback on each component of the Assessment
Portfolio featuring a different feedback strategy for each component in the assignment. Feedback will
follow the principles of feedback discussed in class lessons, activities, readings, and resources provided
in the course. You are expected to include in your portfolio both the feedback you gave to and the
feedback you received from a peer in the class. Only the feedback you give will be considered in your
score for the assignment.

Through the development of your portfolio, make sure you are:

 Articulating clear outcome statements that are aligned to student learning, behavioral, and/or affective
goals.
 Planning assessment opportunities that elicit specific evidence of student
thinking/learning/behavior/affect.
 Considering how you would interpret assessment results for decisions about students and your teaching
as well as how students might use the assessment results to self-regulate their learning.
 Recognizing ethical and legal responsibilities in your assessments.
 Using research (e.g. course materials, curriculum materials, and scholarly resources on the web) to
inform your instructional practices.
 Expectations for this Assignment
For credit on the assignment, you must:
 Include all four components above. Use this document for all assignment parts and rename it
“Yourlastname.Portfolio.docx”.
 Bring a draft to class and submit on blackboard for each deadline.
 Upload the final draft to Blackboard by 11:59pm Tuesday, May 5.

The overall assignment will be graded on the following rubrics:

Domain Emerging Developing Proficient Exemplary
Assessment Identifieslearning Identifieslearning Identifies relevant Identifies relevant
Plan standards but the core standards within the learning standards from learning standards from
content area is unclear. core content area. within the core content both within and outside
area. the core content area.
Identifies a DOK Identifies a DOK Identifies a DOK Identifies a defensible
level for each learning level for each learning level for each learning DOK level for each
standard, multiple standard, a standard standard. learning standard.
standards may be may be misidentified.
misidentified.
Illustratesthe Illustrates DOK Illustrates every DOK Illustrates every DOK
identified DOK level levels up to the one level for each learning level for each learning
by providing identified for the standard by providing standard by providing
statements of what the learning standard by statements of what the specific, attainable, and
student can do to providing statements student can do to measurable statements
demonstrate the level of what the student demonstrate the level (learning objectives)
of cognitive can do to demonstrate of cognitive that would demonstrate
complexity. the level of cognitive complexity. the level of cognitive
complexity. complexity.
Identifies assessment Correctly identifies Identifies informal Identifies informal and
activities but does not informal and formal and formal assessment formal assessment
correctly classify them assessment activities activities for each activities for each
as informal/formal. and describes standard that scaffolds standard that scaffolds
anticipated learning to the DOK learning to the DOK
information. level identified and level identified and
describes anticipated beyond and describes
formative/ summative anticipated formative/
information. summative information
with detail.
Shows some Demonstrates some Identifies learning As a whole, serves as a
movement from movement from standards, instruction, bridge between learning
standards to standards to and assessment standards, instruction,
assessment. Instruction instruction to activities that will take and assessment activities
is unclear. assessment. Learning place in the unit. that will take place in
and assessment goals Learning and the unit. Learning and
are related, but not yet assessment show some assessment are
integrated. integration. integrated.

(14 points) (16 points) (18 points) (20 points)

Assessment Assessment Assessment All assessment All assessment
Opportunities tasks/activities lack tasks/activities are tasks/activities are tasks/activities are
relevance to the relevant to the relevant to the learning relevant to the learning
learning standards. learning standards. standards. standards.

Provides a form of Provides a form of Provides a variety of Provides a variety of

assessment for most assessment for each forms of assessment for well-developed forms of
standards. standard. each standard. assessment for each
standard.

Tasks/activities Tasks/activities Tasks/activities Tasks/activities

lack representation represent the represent the cognitive represent the cognitive
of the cognitive cognitive complexity complexity described at complexity described at
complexity described described at the target the target DOK for the target DOK for
at the target DOKs. DOK for some every standard. every standard AND
standards. address higher and lower
DOKs for some or all
standards.

Formative Formative Formative assessment Formative assessment

assessment strategies assessment strategies strategies describe strategies describe
list checks for describe checks for specific forms of specific forms of
understanding and understanding and understanding or understanding or
plans for pacing plans for pacing thinking that will be thinking that will be
instruction. instruction. revealed and plans for revealed and plans for
informing instruction. differentiating
instruction.

Use of the different Assessment Assessment Assessment

forms of assessment opportunities reflect opportunities reflect opportunities reflect a
reflects substantial consideration of each accurate consideration strategic rationale that
misconceptions form’s strengths with of each form’s strengths. takes advantage of each
about the strengths some errors in form’s strengths to
of each form. understanding. provide a cohesive and
effective whole.

Tasks/activities Tasks/activities Tasks/activities meet Tasks/activities meet

meet few of the meet some of the most of the relevant all of the relevant design
relevant design relevant design design guidelines guidelines specified in
guidelines specified guidelines specified specified in the the textbook.
in the textbook. in the textbook. textbook.

Tasks/activities Tasks/activities Tasks/activitiesare Tasks/activitiesare

would need would need accessible to ELLs and accessible to ELLs and
modification to be modification to be students with special students with special
accessible to ELLs accessible to ELLs needs, with few or no needs, with few or no
and students with and students with accommodations. accommodations.
special needs. special needs.

(12 points) (15 points) (18 points) (21 points)

Synthesis Providesa Provides a summary Provides a thorough Provides a clear and
Statement summary of the unit. of the unit. summary of the unit; thorough summary of
some elements of the unit.
planning remain
unclear.
Describes strengths Reflects an Reflects an Reflects a strategic and
or weaknesses of understanding of the understanding of the evidence-based use of
different forms of different forms of different forms of assessment activities that
assessment. assessment and their assessment and their takes advantage of each
strengths and strengths and form’s strengths to
weaknesses. weaknesses. provide useful,
dependable information
to the student and
teacher in support of
learning.
Describes feelings Describes strengths Demonstrates self- Demonstrates self-
about assessment and of the student in reflection on the reflection on the
the course. The long- relation to professional student’s development student’s development
term development of competencies. through the course in through the course in
the student in relation to professional relation to professional
professional competencies. competencies. Takes
competencies is ownership of learning
unclear. and next steps in
learning about
assessment.

(2.5 points) (3 points) (3.5 points) (4 points)

Peer Focuses mostly on Identifies what the Describes the Describes the peer’s
Feedback the mechanics of the peer’s work does well qualities and work in language
peer’s writing (e.g., and what qualities shortcomings of the consistent with
grammar, would be needed to peer’s work with performance descriptors.
punctuation, improve the work. alignment to the rubric.
spelling) or general Identifies aspects of the
praise (e.g., Good peer’s work that reflect
job!”). success criteria.
Ischaracterized Is characterized more Supports the Supports the student’s
more by evaluation by evaluation and student’s thinking thinking about next steps
and judgment than judgment than about next steps to take to take without directing
description of the description of the and provides some the student on what to
peer’s work. peer’s work. guidance. do.
Consists almost Provides more Focuses on the work, Focuses on the work,
entirely of correction correction of the work not the peer. not the peer.
of the work rather than guidance for the
than guidance for the peer to take and act
peer to take and act upon.
upon.
Lacks respect for Respects the student Respects the student Respects the student as
the peer and their as a capable, active as a capable, active a capable, active learner.
motivation to learn. learner. learner.

(7 points) (8 points) (9 points) (10 points)

 Assessment Plan
Applying the principles of backward design, complete an assessment plan for a unit in your future class. A unit
typically comprises 2-4 weeks of instruction, and serves as a vehicle for moving students toward the learning
standards for your grade level and subject area. The assessment plan helps to organize your thinking for this
unit, maintaining a focus on the purposes of instruction and the goals you have for your students and yourself. It
will serve as a foundation for developing assessment tasks. The due dates for complete drafts of the following
sections are as follows:

Grade level, topic, & standards: Wednesday, January 22

Deconstructed standards: Wednesday, January 29
Cognitive Complexity Matrix: Wednesday, February 5
Formal and informal assessment: Wednesday, February 12
Full Assessment Plan: Wednesday, February 19

You will earn 1 point for each deadline that is met with a full draft reflecting an honest attempt at the relevant
section(s).

Grade: 1st grade

Topic: Reading: Literature

What learning standards will you emphasize in your unit? (add rows as needed)
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
CCSS.ELA-LITERACY.RL.1.6
Identify who is telling the story at various points in a text.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

Anchor Standard 6
Convey meaning through the presentation of artistic work.

http://www.corestandards.org/ELA-Literacy/RL/1/

https://www.k12.wa.us/sites/default/files/public/arts/standards/2017/VisualArtsStandards-ADA_PASSED_12-
27-18_PASSED_11-15-19.pdf
Deconstructed Standards
By deconstructing standards teachers can identify specific learning targets, instructional strategies, and
assessment opportunities within a given unit or lesson. In this section, you will apply a commonly used template
to complete this process. Each standard that appears on the previous page should be deconstructed in this
section (add templates as needed) so that you have a sufficient basis for planning instruction and assessment.

Standard 1: CCSS.ELA-LITERACY.RL.1.3

Describe characters, settings, and major events in a story, using key details.

Find the verbs and related nouns in the standard, and place each one into the appropriate category below. Write
the verbs in bold and place the related nouns in brackets (e.g., Make [observations]). The standard may or may
not have verbs for each column. You may put more than one verb in a single column.
Knowing Facts and Reasoning and Performing Skills Creating a Product
Concepts Solving Problems

Describe [Characters,
setting, major events]

1. What are the facts, terms, and/or properties that the student needs to know in order to reach this standard?

Students need to have read the story in depth in order to know and recall each of the characters, the
setting and major events in the story, such as the conflict, climax and resolution.

2. In what ways does the standard ask the student to apply some basic understandings beyond just basic recall of
information? For example, does the student need to be able to explain a relationship, make a prediction, classify
or organize information, or make some basic decisions from available information? If the standard does not
require this level of thinking, how could it be extended to do so?

The standard is asking students to describe characters, setting and major events. To do so, they must
have read, if not reread many times in order to do so. This standard is going beyond just recalling the
information and, in the future, they will need to follow learning objectives to demonstrate that they can
do this task.

3. In what ways does the standard probe the student to explain their reasoning where there may be more than
one correct answer/solution? How does the standard ask the student to analyze or evaluate a problem? If the
standard does not require this level of thinking, how could it be extended to do so?

This standard may have more than one answer when describing the characters, settings and major events
depending on the way each student interpreted the story. When a student is describing the antagonist in
the story, they may not describe them as being so bad only because of their interpretation of the
character. Luckily, I’m not looking for a “correct” answer only because I want them to use their own
brain and imaginations. The standard also asks to describe major events so for this I would hope my
students would identify and describe the conflict or “problem”. To go deeper in this thinking I could ask
my students to describe the problem and describe the resolution at the end of the story.

4. In what ways does the standard ask the student to synthesize information from multiple sources, solve ill-
defined problems, or think strategically over a long period of time? If the standard does not require this level of
thinking, how could it be extended to do so?

If anything, I feel like the “using key details” could be a type of ill-defined statement only because what
could be seen as a key detail to one student could be different to another student. It does give them a
chance to synthesize this information in their own way and id be sure to let them know that not only one
answer is correct. I want different, well-thought answers.

Standard 2: CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to
the senses.

Find the verbs and related nouns in the standard, and place each one into the appropriate category below. Write
the verbs in bold and place the related nouns in brackets (e.g., Make [observations]). The standard may or may
not have verbs for each column. You may put more than one verb in a single column.
Knowing Facts and Reasoning and Performing Skills Creating a Product
Concepts Solving Problems

Identify [words,
phrases, poems]

1. What are the facts, terms, and/or properties that the student needs to know in order to reach this standard?

Students need to have background knowledge of words that suggest feeling or sensory words. With this
information they should be able to easily identify these words and phrases in the story.

2. In what ways does the standard ask the student to apply some basic understandings beyond just basic recall of
information? For example, does the student need to be able to explain a relationship, make a prediction, classify
or organize information, or make some basic decisions from available information? If the standard does not
require this level of thinking, how could it be extended to do so?

My standard is like “recall” when they say “identify”. To go deeper in this standard, I could have my
students identify the sensory words and phrases then explain in picture or words what that character is
feeling or how they are making another character feel.

3. In what ways does the standard probe the student to explain their reasoning where there may be more than
one correct answer/solution? How does the standard ask the student to analyze or evaluate a problem? If the
standard does not require this level of thinking, how could it be extended to do so?
This standard could help my students analyze or evaluate a problem if they can tie the way that character
is feeling to the conflict or problem in the story. If they know the conflict then they should be also know
which character is involved in the conflict as well as how the conflict is affecting them emotionally.

4. In what ways does the standard ask the student to synthesize information from multiple sources, solve ill-
defined problems, or think strategically over a long period of time? If the standard does not require this level of
thinking, how could it be extended to do so?

In the standard the students have the option of identifying words from stories or poems. For my
assignment, students will be reading a story not poems. An ill-defined problem could be that students
may come up with different sensory words that the characters are feeling and that is ok as long as they
are on the right track with the emotion.

Standard 3: CCSS.ELA-LITERACY.RL.1.6

Identify who is telling the story at various points in a text.

Find the verbs and related nouns in the standard, and place each one into the appropriate category below. Write
the verbs in bold and place the related nouns in brackets (e.g., Make [observations]). The standard may or may
not have verbs for each column. You may put more than one verb in a single column.
Knowing Facts and Reasoning and Performing Skills Creating a Product
Concepts Solving Problems

Identify

1. What are the facts, terms, and/or properties that the student needs to know in order to reach this standard?

Students must know characters and the roles they play through the story. If there is a narrator they must
be able to differentiate when they are talking compared to when a main character is telling the story.

2. In what ways does the standard ask the student to apply some basic understandings beyond just basic recall of
information? For example, does the student need to be able to explain a relationship, make a prediction, classify
or organize information, or make some basic decisions from available information? If the standard does not
require this level of thinking, how could it be extended to do so?

This standard is quite surface area in a way that we are only identifying who is telling the story. To bring
it deeper I could ask my students to write their own simple script where all the different characters are
communicating.

3. In what ways does the standard probe the student to explain their reasoning where there may be more than
one correct answer/solution? How does the standard ask the student to analyze or evaluate a problem? If the
standard does not require this level of thinking, how could it be extended to do so?
I could have my students identify then explain who is telling the story and why. This will probe my
students to explain their reasoning, instead of jus identifying.

4. In what ways does the standard ask the student to synthesize information from multiple sources, solve ill-
defined problems, or think strategically over a long period of time? If the standard does not require this level of
thinking, how could it be extended to do so?

If there are many different characters in the story, then students may need think long and hard about
when the different characters are telling the standards. They need to understand when the point of view
changes throughout the story.

Standard 4: CCSS.ELA-LITERACY.RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events.

Find the verbs and related nouns in the standard, and place each one into the appropriate category below. Write
the verbs in bold and place the related nouns in brackets (e.g., Make [observations]). The standard may or may
not have verbs for each column. You may put more than one verb in a single column.
Knowing Facts and Reasoning and Performing Skills Creating a Product
Concepts Solving Problems

Use Illustration
[characters, setting,
events]

1. What are the facts, terms, and/or properties that the student needs to know in order to reach this standard?

Students must be able to picture or visualize the characters, setting and events in the story in order to
illustrate each of these things.

2. In what ways does the standard ask the student to apply some basic understandings beyond just basic recall of
information? For example, does the student need to be able to explain a relationship, make a prediction, classify
or organize information, or make some basic decisions from available information? If the standard does not
require this level of thinking, how could it be extended to do so?

Once the students have read and understand the story, they will be given tools to illustrate their
visualization on paper to bring the story to life for them. This should be a fun activity for students.

3. In what ways does the standard probe the student to explain their reasoning where there may be more than
one correct answer/solution? How does the standard ask the student to analyze or evaluate a problem? If the
standard does not require this level of thinking, how could it be extended to do so?
I could change the standard I a way that I ask students to draw out the key details of the story then
conclude with drawing how they wish the story may have ended or how they were expecting it to end.
This would be a fun way of seeing how predictable the story may have been or to see how creative these
young writers are.
4. In what ways does the standard ask the student to synthesize information from multiple sources, solve ill-
defined problems, or think strategically over a long period of time? If the standard does not require this level of
thinking, how could it be extended to do so?

Students are being asked to illustrate characters and setting so for this they must know specific details of
where they are and what each character looks like, even what they are wearing. If they don’t know these
ill-defined problems, then they are asked to go back into the text or ask a friend for some help.

Standard 5: Anchor Standard 6

Convey meaning through the presentation of artistic work.

Find the verbs and related nouns in the standard, and place each one into the appropriate category below. Write
the verbs in bold and place the related nouns in brackets (e.g., Make [observations]). The standard may or may
not have verbs for each column. You may put more than one verb in a single column.
Knowing Facts and Reasoning and Performing Skills Creating a Product
Concepts Solving Problems

Convey [Artistic
work]

1. What are the facts, terms, and/or properties that the student needs to know in order to reach this standard?

“Convey meaning” is very broad so they must know the story well enough the convey its meaning. They
also must know what kind of artistic work is expected.

2. In what ways does the standard ask the student to apply some basic understandings beyond just basic recall of
information? For example, does the student need to be able to explain a relationship, make a prediction, classify
or organize information, or make some basic decisions from available information? If the standard does not
require this level of thinking, how could it be extended to do so?

My students are expected to go beyond just recalling the meaning of the story. They are asked to present
artistic work which should challenge them to think visually while they are reading the story.

3. In what ways does the standard probe the student to explain their reasoning where there may be more than
one correct answer/solution? How does the standard ask the student to analyze or evaluate a problem? If the
standard does not require this level of thinking, how could it be extended to do so?

They aren’t necessarily asked to explain their reasoning, but I could go further in having them present
their artistic work in hopes to see how everyone interpreted the story and what they found to be
important and not.
4. In what ways does the standard ask the student to synthesize information from multiple sources, solve ill-
defined problems, or think strategically over a long period of time? If the standard does not require this level of
thinking, how could it be extended to do so?

Students must be able to have time to plan out their artistic work and this will challenge the to think
strategically for a long period of time. Reading and interpreting the story is only the first step pf this
standard and the planning should be thorough and well thought out.
Cognitive Complexity Matrix
To organize your system of assessment and plan your assessment tasks, complete the following matrix. First, list the learning standards you identified
on the previous pages. (Add additional rows as needed.) Next, identify the DOK level that best describes each standard. Then, using the products of
the standard deconstruction process, articulate what student performance would look like, in the form of learning objectives, not only at the target
DOK level, but also at the levels that build up to and extend the level identified for the standard. This will help you think about assessment and
instructional activities that scaffold student learning and provide enriching opportunities for students who exceed the learning standard. Finally,
identify the form(s) of assessment (SR: Selected-response, CR: Constructed-response, and PA: Performance Assessment) you will use to address
each standard. We will assume that formative assessment will be a part of each learning standard.
Assessment
DOK 1: Form(s)
Learning Standards (add rows as DOK Recall & DOK 2: DOK 3: DOK 4: (SR, CR,
needed) Level Reproduction Skills & Concepts Strategic Thinking Extended Thinking PA)
: CCSS.ELA-LITERACY.RL.1.3 SWBAT fill out a SWBAT create a SWBAT draw a SWBAT perform a
character chart with timeline, labeling picture of a reader’s theater of a
Describe characters, settings, DOK how they would major events in the significant event in major event in the
and major events in a story, 2 describe each of the story the story. Be sure story CR
using key details. characters to add details of
settings and
characters
CCSS.ELA-LITERACY.RL.1.4 SWBAT list SWBAT write a SWBAT SWBAT design a
Identify words and phrases in emotions that they couple sentences demonstrate to a poster of their
stories or poems that suggest DOK have noticed within about the feelings partner, the favorite character SR
feelings or appeal to the 1 the story that are being emotion that is going through an
senses. displayed within being felt in the emotional event in
the story story the book
CCSS.ELA-LITERACY.RL.1.6 SWBAT show me SWBAT SWBAT work with SWBAT perform a
by raising their distinguish when a a partner to practice one-minute skit
Identify who is telling the DOK hand when they point of view is noticing when a from the passage, SR
story at various points in a 1 believe a new changing different character where they play
text. character is talking is telling the story each of the
characters
CCSS.ELA-LITERACY.RL.1.7 SWBAT think of a SWBAT sketch out SWBAT draw and SWBAT create a
plan for an their illustration color a detailed small book where
Use illustrations and details in DOK illustration of a key plan picture of a main each page is a PA
a story to describe its 4 event character major event in
characters, setting, or events. chronological
order, detailed with
illustration

Anchor Standard 6 SWBAT perform a

SWBAT form ideas SWBAT create a SWBAT an improve skit of PA
Convey meaning through the DOK on what could be spider web chart demonstrate the way they
presentation of artistic work. 4 drawn to convey listing key details through a chosen preserve the
the meaning of the in the story art form the meaning of the
story meaning of the story
story
Informal Assessment
On this page identify (name or briefly describe) four informal assessment actions you plan to take during your
unit. Informal assessment activities can be deeply embedded in instructional activities and should provide
immediate information that allows you to monitor student learning (or the student to monitor their own
learning). High-scoring edTPA lesson plans typically include two or more informal assessment activities. For
this portfolio assignment, one of your forms of informal assessment must be a self-assessment activity, and one
form must be a peer assessment activity. The remaining two forms you may determine at your discretion. Then
describe the information you anticipate collecting from each action and the formative and/or summative value it
will provide.

What forms of informal assessment will you use in What formative and/or summative information will
your unit? they provide you and the student with regard to the
student’s progress toward (or achievement of) the
learning standards?
Self-assessment: To begin this unit I will start with This will be a quick easy way for each student to
going over all the learning objectives I have created evaluate their own personal understanding of what is
with my students. Once I have covered all the being asked of them. They have the opportunity to be
objectives, I will ask my students to show me with honest if they need more information and this will
their thumbs how well they understand what is then in return give me more knowledge on what I
needed to be done. could do better as their teacher.
Peer assessment: With this standard, my students will This will provide students with positive and critical
be expected to perform a reader’s theater. Once each feedback regarding their performance. They also will
performance is done the students observing will then be able to see if objectives were met and if not, what
write down 3 things they enjoyed that they did and 3 they were.
things they could’ve done better.
CCSS.ELA-LITERACY.RL.1.3

Additional informal strategy #1: I will use exit slips This is a nice way to casually check in with your
to determine whether or not my students are students. They will understand that their exit slips
internalizing this unit. will not be graded instead will be something I will
use to better my teaching.

Additional informal strategy #2: I will also cultivate a This will provide me with knowledge of who is
list of questions regarding our whole unit that I will confident in this unit. They are not being graded
use to guide a group discussion with my class. I will which is why making it a group discussion keeps it
use popsicle sticks to draw students’ names at low stress. We will never tell a student they are
random so I get a variety of different feedback. wrong because I want to know what they think even
if its not correct. I will then be able to change
instruction from there to meet the needs of those
students.
Formal Assessment
Formal assessment typically asks the student to engage in a discrete activity like an assignment, quiz, or test that
produces some kind of tangible output. This output should be useful for analyzing student learning at a broad
level with maybe some diagnostic or formative information for instructional decisions or decisions about a
student. Formal assessment takes places less frequently than informal assessment. In the table below, identify
(name or briefly describe) the formal assessment actions you plan to take during your unit. Then describe the
information you anticipate collecting from each action and the formative and/or summative value it will
provide.

What forms of formal assessment will you use in What formative and/or summative information will
your unit? (add rows as needed) they provide you and the student with regard to the
student’s progress toward (or achievement of) the
learning standards?
Performing a reader’s theater regarding their book This will provide me with a way to see how well my
will be a form of my formal assessment. students grasped all aspects of their book and they
will have the chance to show off that knowledge.
CCSS.ELA-LITERACY.RL.1.6

I will also ask my students to create a short picture This will tell me if my students understand the
book with major events in chronological order. beginning, middle, and end of their book but also
setting, and characters.
CCSS.ELA-LITERACY.RL.1.7

Lastly, I will create a quiz worksheet where they will This type of assessment will not only tell me they
list all the characters and settings within the book by know keys parts to the story but also the message
filling in bubbles for their desired answers. I will also behind it.
ask them to tell me what they learned from this book.
: CCSS.ELA-LITERACY.RL.1.3

Standardized tests
In the school district you plan to work in, standardized tests will be used to understand student performance in
comparison to standards (criterion-referenced), other students in their grade level (normative), and past
performance. There are also tests that may be used by counselors in the district as well as tests administered
outside the district (e.g., for college admission or placement). As a teacher, understanding what knowledge and
skills your students will need to perform on these examinations will provide context for the results and ways to
use them to improve your practice. Below, please identify 2-4 standardized tests that may be relevant to your
unit, and briefly describe how these tests may connect to your planned assessment and instruction.

Standardized Test How will your planned assessment and instruction help students to
reach the standards assessed by this test?
Common Core State Testing My last formal assessment where they are filling out bubbles will
prepare them for this
WASAL By having my students read and analyze their book they will be
prepared to do the same in the WASAL.
 Peer Feedback – Assessment Plan
Give written feedback to one classmate on their assessment plan using the Ladder of Success strategy. Your
feedback should follow principles of feedback discussed in class and from reading resources assigned in
class. Consistent with these principles, make sure to reference the expectations for this portion of the portfolio
assignment.
Strategy: Directions: Refer to the descriptions of exemplary performance in the
Ladder of Success assessment plan. For each description, give your partner’s work a  if there
is strong evidence of the description, a – if there is some evidence of the
description, or a Ο if there is no evidence of the description. Then, in the
large space on the right, provide your peer a summary of where their work is
strong and support them to identify next steps to take in their work.
Feedback Given to your Peer
Identifies relevant All four of your standards seem to correlate well together. I can see a
learning standards from gradual progression as you move through the standards. They build
both within and outside  well on top of each other. Ending with the imaginative play will be 1.
the core content area. Very fun for the students while it also will extend their thinking in this
lesson.

Identifies a defensible
DOK level for each  For your last standard I think it might be best to make it a level 4
learning standard. DOK only because playing a game that helps them learn their addition
and subtraction would be fun and benedictional. Other than that, all
other DOK levels are great.

Illustrates every DOK

level for each learning I can see you understand what each DOK level is expecting and they
standard by providing all look great. Don’t forget to finish DOK 3 for your first standard.
specific, attainable, and 
measurable statements
(learning objectives) that
would demonstrate the
level of cognitive
complexity.
Identifies informal and
formal assessment
activities for each Your informal and formal assessments look great. All I’d say is to
standard that scaffolds  label which specific standard is being addressed in each category.
learn to the DOK level
identified and beyond and
describes anticipated
formative/ summative
information with detail.
As a whole, serves as a
bridge between learning I think your portfolio is looking strong and lots of great ideas are
standards, instruction, and being had. It seems like you have a good idea of how your lesson will
assessment activities that  pan out and your standards were greatly chosen. Keep up the good
will take place in the unit. work!
Learning and assessment
are integrated.
 Feedback Received from your Peer
Identifies relevant You did an awesome job at picking specific standards that go very
learning standards from  well with one another. After reading the standards I can see how they
both within and outside will go very well, especially adding an art standard.
the core content area.
Identifies a defensible I am able to identify each DOK level for each standard and why they
DOK level for each  are at that specific DOK level.
learning standard.
Illustrates every DOK
level for each learning Each standard is written out with clear objectives that are attainable
standard by providing for 1st graders. There are also measurable learning objectives, that will
specific, attainable, and give students that level of cognitive complexity.
measurable statements 
(learning objectives) that
would demonstrate the
level of cognitive
complexity.
Identifies informal and
formal assessment I really like you self and peer assessment plans. You have a great
activities for each understanding and grasp on what you will be able to use the
standard that scaffolds  information for.
learn to the DOK level
identified and beyond and
describes anticipated
formative/ summative
information with detail.
As a whole, serves as a
bridge between learning You have a very strong portfolio as of right now and I think it is a
standards, instruction, and great content learning area for 1st graders. You have a great framework
assessment activities that  for what exactly this unit will cover, and what skills the students will
will take place in the unit. learn from it.
Learning and assessment
are integrated. Great job!!
 Assessment Opportunities

In this section of the portfolio, you will develop/describe different forms of assessment you will use in your
unit. Across all of your planned assessment activities, you will want to make sure you have addressed each
learning standard thoroughly, and provided assessment opportunities for students to demonstrate achievement
of different depths of knowledge. The due dates for drafts of the following sections are as follows:

Formative Assessment Strategies: Wednesday, March 4

Selected-response Assessment: Wednesday, March 11
Constructed-response Assessment: Wednesday, March 25
Full Assessment Opportunities section: Wednesday, April 8

You will earn 1 point for each deadline that is met with a full draft reflecting an honest attempt at the relevant
section(s).

Formative Assessment Strategies

Here, you will describe a sample of four formative assessment strategies you will use to gather evidence of
student thinking and progress toward the learning objectives. This evidence should be immediately actionable,
allowing you to make an instructional decision in the moment or plan for the next day’s instruction. Among
your formative assessment strategies, you must include some form of self-assessment and some form of peer
assessment. It is possible that one or more of your formative assessment strategies might overlap with other
forms of assessment you have planned (i.e., selected-response, constructed-response, performance assessment).
In such cases, describe the assessment strategy briefly here and then in more detail in the relevant following
section. For strategies that may be routine and frequently occurring, just describe one instance of the strategy.

Strategy 1
Describe the activity: Exit Slip

I will have my students fill out a story chart that gives them a chance to list all the characters in their story,
label the settings, and list major events from beginning to end.

What evidence do you anticipate the activity will provide?

It will provide me with information about each of my students’ progress in the unit rather than the overall
class.

How do you plan to use the anticipated evidence?

I will see if each of my students exit slip answers are either right or on the right track then I will plan to
address the information that I saw my students struggling with the following day in class. They will not be
graded on this activity.

Strategy 2
Describe the activity: group discussion

I will cultivate a list of questions regarding our whole unit that I will use to guide a group discussion with my
class. I will use popsicle sticks to draw students’ names at random, so I get a variety of different feedback.
 What evidence do you anticipate the activity will provide?

I anticipate this will provide my students the chance to share their ideas freely with the class which will then
give other students knowledge that they may not have known. Collaboration is important for children. It will
let me know who is understanding this unit

How do you plan to use the anticipated evidence?

I plan to use this evidence as a good way for some students to help other students that may need the extra
help. It will be a good teaching opportunity for the students excelling while also helping others catch up. I
will use the evidence as just an evaluation for my students, I will not grade them on this strategy.

Strategy 3
Describe the activity:
I will start with going over all the learning objectives I have created with my students. Once I have covered
all the objectives, I will ask my students to show me with their thumbs how well they understand what is
needed to be done.

What evidence do you anticipate the activity will provide?

This will let me know who is on track and who needs more information

How do you plan to use the anticipated evidence?

I will use this evidence to work with those specific students that aren’t understanding. I could also have the
students that had their thumbs up to find someone that needs help and let them teach.

Strategy 4
Describe the activity:

My students will be expected to perform a reader’s theater. Once each performance is done the students
observing will then write down 3 things they enjoyed that they did and 3 things they could’ve done better.

What evidence do you anticipate the activity will provide?

This will be a good way for students to show off their hard work and it will also give the audience a chance to
give feedback and congratulate the performers.

How do you plan to use the anticipated evidence?

I will use the audience’s feedback as a part of my grading only if I agree with it or see it to be valid. Student
voice is important to me and I will use it to my advantage.
 Peer Feedback – Formative Assessment
Give written feedback to one classmate on their formative assessment using the Two Stars and a Wish
strategy. Your feedback should follow principles of feedback discussed in class and from reading resources
assigned in class. Consistent with these principles, make sure to reference the expectations for this portion of
the portfolio assignment.
Strategy: Directions: Identify two positive aspects of your peer’s work and then
Two Stars and a Wish suggest something your peer might do to improve another aspect of their
work.
Feedback Given to your Peer

I think your formative assessments are very straight forward and attainable. Each of them will give you a
good idea as to where each student is in their learning progress. They also show great variety in learning from
activities to games all the way to art projects. I don’t see these as high steaks tests which means students will
more likely enjoy doing. Good work!

Feedback Received from your Peer

I think your formative assessments are a great way for you to track your students’ progress without making it
formal. All of them except for the readers’ theater can be used for other subjects as well by just changing
what is expected and what standard you are using. You have a good variety of types of assessments and they
involve a large amount of student voice. Make sure to label your last two assessments. Great job!
 Selected-Response Assessment
Based off of your assessment plan, develop selected-response items that assesses some or all of your stated
desired learning results. The specific number and form (i.e., multiple-choice, matching, true/false, select all that
apply) of selected-response items you need will be dependent upon how you have planned to use assessment
throughout the unit.

What standards will you address with selected- At which DOK level(s) Which items address
response assessment? Please provide the code (e.g., will this standard be this standard?
ELA-Literacy.RL.2.1) and text for each standard. addressed in the
Add rows as needed. following activities?
CCSS.ELA-LITERACY.RL.1.3 DOK 2

Describe characters, settings, and major events in

a story, using key details.

CCSS.ELA-LITERACY.RL.1.4 DOK 1
Identify words and phrases in stories or poems
that suggest feelings or appeal to the senses.

CCSS.ELA-LITERACY.RL.1.6 DOK 1
Identify who is telling the story at various points
in a text.

When in your unit will you use this form of assessment?

I will use this form of assessment at the end of the unit as a way for me to see if my students have read these
stories in depth well enough to know the correct answer. I will list several different responses to choose from
in hopes they will know characters names, where the story takes place and specific details regarding major
events that occurred in the story.

Why is selected-response the best form of assessment to address the learning standards at the target DOK
level(s)? (Think about the strengths and weaknesses of each form of assessment.)

Selected response works best for these standards as they are all DOK 1 and 2 which means its surface level
knowledge and they will not be expected to elaborate at this time. If they were DOK levels 3 or 4 then I
don’t see selected response being the best option for assessment as they would be expected to show more of
their knowledge far passed just the names of the characters. They would be expected to give detail to each of
the characters, setting and major events.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Insert your selected-response items below. Be sure to include answer keys as needed for the questions.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
CCSS.ELA-LITERACY.RL.1.3
1. Please select the correct names of the 7 dwarves in Snow White and the Seven Dwarves.
o Itchy
o Sleepy
o Saddy
o Sneezy
o Grumpy
o Stinky
o Dopey
o Bashful
o Sloppy
o Mopey
o Happy
o Doc
CCSS.ELA-LITERACY.RL.1.4

2. When Ursula took Ariel’s voice in The Little Mermaid, Ariel felt…

o Excited
o Sad
o Sweaty

CCSS.ELA-LITERACY.RL.1.6

3. In the story Marley and Me when a character is digging through the trash and talking about how yummy the trash
is, who is telling the story at this point?

o John Grogan (owner of Marley)

o Marley (dog)
o Mrs. Butterly (neighbor)
o Jennifer Grogan (owner of Marley)

CCSS.ELA-LITERACY.RL.1.3

4. On the last page of The Very Hunger Caterpillar the caterpillar turns into a…
o Dog
o Dragon
o Butterfly
o Rabbit

5. When Snow White is being chased through the ______ she trips and falls

6. At the end of snow white, she is awaked by ___ loves ____ kiss

Answer Key:
1. sleepy, dopey, happy, doc, bashful, grumpy, sleepy
2. sad
3. Marley
4. butterfly
5. forest
6. true, first

Peer Feedback – Selected-Response Assessment

Give written feedback to one classmate on their selected-response assessment using the Traffic Lights
strategy. Your feedback should follow principles of feedback discussed in class and from reading resources
assigned in class. Consistent with these principles, make sure to reference the expectations for this portion of
the portfolio assignment.
Strategy: Directions: Identify aspects of your peer’s work that meet the success
Traffic Lights criteria (green), aspects where some improvement is needed (yellow), and
any aspects where substantial improvement is needed (red).

Feedback Given to your Peer

Green: Your selected response assessment questions are great. They show a good variety of learning and
knowledge. The story problem questions are good in which they make your students think about
measurement while also causing them to perform basic math to solve it. Keep up the good work!

Yellow: Make sure that you are focusing your questions based on your target DOK level.

Red: Don’t forget an answer key for each of your question.

Feedback Received from your Peer

Green: Your choice of selected response questions is great for the DOK level of understanding and you have
a great variety of types of questions as well.

Yellow: This would be a great form of assessment for the end of your unit but you could also use it anytime
you finish a book or story with your class.

Red: Be sure to include an answer key at the end of your assignment. Great job!
 Constructed-Response Assessment
Based off of your assessment plan, develop constructed-response prompts that assesses some or all of your
stated desired learning results. The specific number and form (i.e., fill-in-the-blank, short answer, essay) of
constructed-response prompts you need will be dependent upon how you have planned to use assessment
throughout the unit.
What standards will you address with constructed-response At which DOK Which items/prompts
assessment? Please provide the code (e.g., ELA- level(s) will this address this standard?
Literacy.RL.2.1) and text for each standard. standard be addressed
Add rows as needed. in the following
activities?
CCSS.ELA-LITERACY.RL.1.3 DOK 2
Describe characters, settings, and major events in a
story, using key details.

CCSS.ELA-LITERACY.RL.1.4 DOK 2
Identify words and phrases in stories or poems that
suggest feelings or appeal to the senses.

CCSS.ELA-LITERACY.RL.1.6 DOK 1
Identify who is telling the story at various points in a
text.

When in your unit will you use this form of assessment?

I will use this form of assessment near the middle of my lesson. It will be kind of a check in to see if the
students are following characters, setting and important events. This will also tell me if they are enjoying the
stories and what they are taking away from it.

Why is constructed-response the best form of assessment to address the learning standards at the target DOK
level(s)? (Think about the strengths and weaknesses of each form of assessment.)

Constructed response is the best form of assessment for these learning standards as this will show me more
in depth how my students are thinking and feeling about the stories being read. I’m not necessarily looking
for them to be correct when answering short answer questions but instead I want to know how much they
know. It may also show some of their emotion towards the way they feel about the stories. Of course during
the fill in the blank assessments, I will be looking for accurate answers as they will be pretty straight
forward.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Insert your constructed-response items/prompts below. Be sure to include rubrics or answer keys as needed for
each question. (If multiple prompts will be scored on the same rubric, you may present that rubric only once,
but make sure it is clear what prompts are aligned with each rubric.)
1. In the story Snow white and the Seven Dwarves which one of the 7 dwarves is your favorite? Why?

2. In Dr. Seuss book Green Eggs and Ham, does Sam like the green eggs and ham? Why or why not?

3. In The Very Hunger Caterpillar the caterpillar eats a variety of different foods. Which of those foods do you
like eating and why?

4. Ariel disobeys her father by returning to the surface to see the humans. Has there very been a time in your life
that you disobeyed your parents? What was it?

Question: Beginning Developing Proficient

3. 1. In the story Snow Student simply said what Student stated their Student stated their
white and the Seven their favorite dwarf was favorite dwarf and gave a favorite dwarf and went
Dwarves which one but no explanation. brief description as to into great detail as to
of the 7 dwarves is why. why.
your favorite? Why?

4. 2. In Dr. Seuss book Student did not answer Student answered Student answered
Green Eggs and Ham, the question correctly but question correctly and question correctly and
does Sam like the did give an explanation gave a brief description went into great detail
green eggs and ham? to their incorrect answer. as to why or why not. form the story.
Why or why not?

3. In The Very Hunger Student listed their Student stated their Student listed their
Caterpillar the favorite but not one that favorite food from the favorite food from the
caterpillar eats a variety was shown in the book. book and went into brief book and went into great
of different foods. Which description as to why. detail as to why.
of those foods do you
like eating and why?

4. Ariel disobeys her Student answered that Student answered that Student answered that
father by returning to the they had disobeyed their they had disobeyed their they had disobeyed their
surface to see the parents before but never parents before and went parents before and went
humans. Has there very explained how. into brief detail. into great detail as to
been a time in your life how they did.
that you disobeyed your
parents? What was it?
 Peer Feedback – Constructed-Response Assessment
Give written feedback to one classmate on their constructed-response assessment using the +, -, What’s
Next? strategy. Your feedback should follow principles of feedback discussed in class and from reading
resources assigned in class. Consistent with these principles, make sure to reference the expectations for this
portion of the portfolio assignment.
Strategy: Directions: Comment on what was done well in your peer’s work in relation
+, -, what’s next? to the success criteria (+) what could be done better (-). Then work with your
peer to establish a personal target to improve their work (what’s next).

Feedback Given to your Peer

+: You have a great deal of question that expand on a lot of the learning you have covered. The fact that you
include “show your work” will give you good context clues as to how much they are understanding the
questions. Good work!

-: I think including “show your work” on all the questions is important and you could even go further into
asking them which type of work you are looking for each question.

What’s next?: Don’t forget your answer keys and rubrics needed to assess your student’s answers.

Feedback Received from your Peer

+: Your constructed response questions do a great job of assessing your standards and you have a good
variety of short response questions and fill-in-the-blank. Your rubric also does a good job of showing exactly
what you would like to see in your students’ answers.

-: Your assignment sheet could be a little more organized, just push your questions to the left and it will look
great.

What’s next?: Maybe you could add a few more follow up questions that just ask how your students enjoyed
the stories. Your portfolio is looking great!
 Performance Assessment
Based off of your assessment plan, develop performance assessment prompts that assesses some or all of your
stated desired learning results. The specific number and form (i.e., structured on-demand, naturally occurring,
longer-term projects, simulations) of performance assessment prompts you need will be dependent upon how
you have planned to use assessment throughout the unit.

What standards will you address with performance At which DOK level(s) Which prompts (or parts of
assessment? Please provide the code (e.g., ELA- will this standard be the prompt) address this
Literacy.RL.2.1) and text for each standard. addressed in the standard?
Add rows as needed. following activities?
CCSS.ELA-LITERACY.RL.1.7

Use illustrations and details in a story to DOK 4

describe its characters, setting, or events.

Anchor Standard 6

Convey meaning through the presentation of artistic DOK 4

work.

When in your unit will you use this form of assessment?

I will use this form of assessment during the end of the lesson as a fun way for the students to show off their
hard work. Students should know their stories well enough that they can express themselves creatively.

Why is performance assessment the best form of assessment to address the learning standards at the target
DOK level(s)? (Think about the strengths and weaknesses of each form of assessment.)

Performance assessment should work best for assessment because they will be expected to create something
unique and creative based on their chosen book. It’s not a high stakes test but instead it is a reflection of their
hard work in analyzing their stories. I chose DOK 4 because it is an extention of their thinking. There isn’t a
right or wrong answer but instead I will be interested to see where their minds go when given these prompts.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Insert your performance assessment prompt(s) below. Be sure to include rubrics or answer keys as needed for
each prompt. (If multiple prompts will be scored on the same rubric, you may present that rubric only once, but
make sure it is clear what prompts are aligned with each rubric.)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
CCSS.ELA-LITERACY.RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events.

1. Please work with partners to choose an event from your story and create a short readers theater skit. You
setting, all its characters an provide great detail of what is going on in the scene.

Anchor Standard 6

Convey meaning through the presentation of artistic work.

1. Please recreate the book cover of your chosen book.

1.

Does the skit… Beginning Developing Proficient

Present a setting? There was a setting A setting was presented

The scene was
present but not in a but missed key details
presented in great
way that it was clear to form the book.detail so that the
the audience. audience knew exactly
where it took place.
Display all the important There were important Most of the important All important characters
characters in this characters missing in characters were were played by
scene? the skit. included. students.

Show the chosen The scene was The scene was The scene was acted
scene/event in detail? completed but there presented fully but very out well and included all
were missing key vaguely. key details.
details.
2.
Question: Beginning Developing Proficient
Colorful? Very little color was A good amount of color A large variety of colors
included. was used but could use were included to make
more. the poster exciting to
look at.
Unique illustration? Illustrations were taken Inspiration was taken Completely unique
straight from the book from the book yet still Is ullustrations were
unique. presented yet still go well
with the mood one the
book.
Do illustrations fill up 25% or less of the page is 50% of the page is filled 100% of the page is filled
most if not all of page? filled with illustrations. with illustrations. with illustrations and
color.
Students names on No names were found. Some but not all names All names are found on
project? were found on project. project.

Clear/ legible title? Title is small and not Title is big but not bright Title is large and bright
easy to identify. enough to tell apart from so that readers can easily
the other illustrations. identify.
 Peer Feedback – Performance Assessment
Give written feedback to one classmate on their performance assessment using the Warm and Cool strategy.
Your feedback should follow principles of feedback discussed in class and from reading resources assigned in
class. Consistent with these principles, make sure to reference the expectations for this portion of the portfolio
assignment.
Strategy: Directions: Comment on positive aspects of your peer’s work (warm) and
Warm and Cool identify areas that need improvement (cool). Provide hints on “how to raise
the temperature”.

Feedback Given to your Peer

Warm: I believe your performance assessment is engaging and easy to achieve for your target grade level.
Great job!

Cool: Instructions could include a little more detail.

Raise the temperature: Make sure your instructions match what is being graded in your rubrics.

Feedback Received from your Peer

Warm: The performance assessments you have chosen to use do a great job of assessing your chosen
standards and DOK levels. I think both of these assignments would be very fun for first graders to complete
as well.

Cool: Especially for your readers’ theater I would add just a little bit more instruction. Students being in first
grade will need a bigger push towards what is expected of them.

Raise the temperature: You could possibly assign students parts of the stories you have been reading so they
know exactly what scene they need to be portraying.
 Synthesis Statement
Write a 2-4 page, single-spaced statement, presenting an overview of your unit, assessment plan including
formative assessment strategies, and a reflection on the assignment. Please be precise in your language so that
you can communicate the central understandings you have come to develop about the purposes, uses, and
interpretation of the portfolio of assessment materials you have compiled. You will submit a draft statement by
Wednesday, April 22. You will earn 1 point for meeting this deadline with a full draft reflecting an honest
attempt.

To develop your discussion statement, please address the following questions:

1. What is the topic area of your unit, what grade have you targeted, and what is a basic description of the
learning standards this unit will address?
2. In what ways do you plan for and engage students in opportunities to articulate the learning targets
related to your assessment, monitor their own progress, and identify the support they need to achieve the
learning targets?
3. What specific formative assessment strategies you will use, when will you use them, what evidence will
you gather from those assessment opportunities, and how will you and the student use that evidence?
4. When will selected-response, constructed-response, and performance assessment be used within the
unit? What evidence will each of these forms assessment provide about the student in relation to the
learning standards, and how will you and the student use that evidence?
5. What do you see as the strengths and weaknesses of using selected-response, constructed-response and
performance assessments in your assessment plan? What is your vision for how your assessments
positively impact students and your own professionalism?
6. The Assessment EdTPA competency for teacher candidates states:
“Candidates individually and/or collaboratively design and implement a wide range of
assessment strategies to inform instruction and support student learning within and across
academic content areas.”
How does the portfolio provide evidence that you have met or are beginning to meet this competency?
7. What problems did you encounter while you were working on this assessment? How did you solve
them?
8. How did you incorporate the feedback of your peers into the final versions of your assessments?
9. What would you like to know more about concerning student assessment?
 Synthesis Statement

For my lesson unit I decided to focus on reading and literature for the 1 st grade level. The learning
standards that I have addressed in my lesson are based on reading a story of their choice then they will be
dissecting the book to identify its many parts such as the characters, setting, major events, and parts of the
text that suggest emotions. My students will be expected to do many kinds of self-assessment to monitor their
own progress based on the learning targets. By performing self-assessments tasks, me as a teacher will be able
to identify what they need and give them the type of support they need to achieve greatness. Exit slips will
also be used at the end of many of my lessons so that I can see how my class in doing overall. Peer
assessment will be used so that students can hold their classmates accountable. Sometimes it’s important
for students to get feedback from their classmates so that it’s more personal. Group discussions is the last
informal task that will use to gauge where my students are in their learning progress. My students will
also be expected to create a reader’s theater to articulate their understanding on the learning standards.
To begin this lesson, I will ask my students to fill out a story chart where they will list all the
characters in the story, label the settings and list the major events from beginning to end. I will start with
this activity so that students can visually map out their book. This worksheet will help them later when
they are expected to do more in depth work. This is a type of formative assessment that kicks off the
lesson nicely. The next step I will take in my formative assessment will be to cultivate a list of questions
regarding our whole unit. This will be used about a week into my lesson so that students can address
their understanding and I will correct my lessons from the feedback I get. I will use popsicle sticks to
draw students’ names at random. This type of assessment will be used for me as their teacher to gauge
what topics need to be addressed more. I also thought it would be nice for kids to collaborate their
thoughts and maybe students will learn things from this group discussion. Another task I thought of
doing would be to address our learning standards and ask my students to use their thumbs to show me
how much they understand what is expected. This will be used during the beginning of the lesson so that
we start off strong. I will use this information to guide my next lesson where I will readdress the
standards of confusion. The last formative assessment task I will use will be during students’ readers
theaters. This will be seen during the end of the lesson when students are doing their performance
assessment. The other students that are observing the performance will be expected to write down 3
things they enjoyed and three things they could’ve done better. This will be good for the students
performing to get good feedback from their peers, but I will also use it as a teacher to gauge how I will
grade the performance. I will take classmates feedback into consideration in case there was something
that I missed.
My selected response prompts will be used mid lesson. This type of assessment will be used to
gauge their understanding of their chosen books relating and them the learning standards. The selected
response prompts should be somewhat easy for students if they have actively engaged in their books. My
constructed and performance assessments will both be used at the end of the lesson as they both require
each student to think in depth and sometimes out of the box. Both types of assessment should sum up the
overall lesson. I expect that the performance assessment will go before the constructed response only so
that students will be able to reflect the overall lesson. The performance response should be fun for the
students while also providing me with information that the understood key parts to their books.
Each of my selected-responses, constructed-responses and performance assessments all have
strengths and weaknesses within them. For selected response, a weakness would be that each item is
looking for a specific thing/answer. If my students have not looked at their books in depth, then they will
not be able to answer the items correctly. Because my items are directed at each of my learning
standards, the questions reflect specific things that I am looking for. A strength would be that the
questions are very straight forward which should mean that the students can think back to their books
and easily recall the right answer. For constructed response a strength would be that I will receive
answers that are in depth and personal regarding their book. Students will have the freedom to answer
the questions how they see fit. A weakness for constructed response would be that because the questions
are open ended, students will be more likely to answer it with not much thought. For my performance
assessment a strength would be that students have the opportunity to be creative to reflect their hard
work. For a weakness I feel that some students could get taken advantage of by doing all the work for the
other students. By making this activity a group project I would want to make sure that each student has a
role in the project. I also feel like a weakness would be that some students are comfortable with
performing so that could affect the project performance.
I believe that my profile meets the competency of the EdTPA Because I do have a wide range of
assessment strategies that I am using. For literature I don’t believe that students should read a book then
take a test. I think that it should be done in steps so that students can build on their knowledge. By having
them start by filling out a story chart will help them later when they are creating their readers theater. I
believe that every step of assessments helps them to better understand their story. I found that creating
rubrics was a bit difficult as I have never made any. I decided to use the references and tools in our
courses blackboard to help me form ideas on what my rubrics should look like. Although I have not
created them, yet I do believe that using my resources has helped me to be more equipped to create them.
I also had trouble thinking of my constructed and selected responses, so I used online website where
teachers have created literature prompts/items. This helped me form new ideas for items that I can use.
The peer feedback that I have received has helped me in formatting my portfolio and they have reminded
me to add things that I spaced the first time through. They all seemed to enjoy most of the work that I
have created, and they mostly encouraged me to create more items to make the lesson fuller and more
interesting.
I would like to learn more about performance assessment since I really enjoyed
incorporating it into my lesson. I want to know more of a variety of performance assessments so that
when I become a teacher, I can have many ideas up my sleeve so that my students do not become tired of
repetitive work. I also would like to learn some more ideas for informal formative assessment that I could
use in my classroom every day. I think that exit slips and thumbs gestures could get old and I want more
to keep the class interested.
 Peer Feedback – Synthesis Statement
Give written feedback to one classmate on their synthesis statement using the strategy of your choice. Your
feedback should follow principles of feedback discussed in class and from reading resources assigned in
class. Consistent with these principles, make sure to reference the expectations for this portion of the portfolio
assignment.
Feedback Given to your Peer

As I look at your synthesis statement, I can clearly see that the information needed is stated. I would
recommend a little more organization as it is a lot of information. The details you provided were good as I
also said a lot of the same things you did. I can see that you have a great understanding of your portfolio and
the lesson created within it. Your statement about what you would like to learn more about is strong and I
also would like to learn more about similar things. Overall, awesome job!

Feedback Received from your Peer

Your synthesis statement is clear and focused on all of the points that need to be addressed. You went into
detail explaining your lesson and all the different forms of assessment that you decided to include. I really
liked how you addressed multiple different strengths and weaknesses of your assessments and why they are
seen as strengths and weaknesses. You have a strong synthesis statement overall, great job!