Standard-8

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The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. Evidence 1: “A Crush” podcast rubric
 * Teachers know how to test for student progress. **

Rationale 1: Students will be creating a podcast to go along with poems written after reading a short story in class. When students begin to work on the podcast, they will be given a copy of the rubric so they know what they are working toward. This will be a formal assessment for students to use as they create their project. It will also be a formal assessment for grading the final podcasts. This will help ensure that students are developing intellectually and socially through this project.

KSD:

8.K.2 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 rubric used for this podcast lesson was created as an instrument for assessment appropriate to what students need to gain from the lesson. Students will know ahead of time what is expected of them and can construct their project according to the rubric, ensuring they learn the most from the experience. Students are not surprised by what is being graded or on the rubric, as is the case if students do not see the rubric while working on the task.

8.S.1 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, students 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.

This rubric is one form of assessment used in class. This can be informal if kids fill out as they work on a project, or formal if this is how a project is graded by the teacher. In this case, students will be assessed with this tool to determine knowledge, progress, and learning.

8.D.2 The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.

 This rubric will identify student strengths while they work as well as at the end of the project. It identifies weaknesses early, before final assessment, leaving room for student growth in the project, rather than denying them opportunities to grow.