Standard+8

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 * Standard 8:** Teachers know how to test for student progress.


 * Evidence:** [|Welding Plate and Project Grade Sheet.xlsx] & [|Integrated Multi-media rubric.doc]


 * Description:** These two documents are rubrics that I use in two different classes that I teach. The first is a rubric that I use in my Manufacturing class for students completing their welding plates and projects. The second rubric is a tool I use in my 8th grade Applied Engineering and Technology class to grade their multi-media presentation, which they create in order to discuss a field of engineering.


 * Rationale:** These two rubrics are documents that I use to assess my students both formally and informally. During my Manufacturing class I used to just grade the final product after the students were done working in the shop after a week and a half. I found that students weren’t performing as I wanted, and at times my expectations were unclear. As soon as I started implementing these rubrics, however, student work quality improved and my expectations were now being met. These documents work great in my class as both a formal and informal assessment tool. I reference the rubric during the week and show students that are practicing their weld what I expect and what standard they will be held to. I then use the same exact rubric to grade the final project. Since the students have seen the rubrics from the beginning their grade is basically already determined by them, and they understand that if expectation are met, they will perform very well. The 8th grade rubric has had equal success in my class and on student performance. I began using the rubric in the same way, both as a reference and the final evaluation and the students really clung to it. This analysis and implementation, no doubt, is a display of continuous improvement regarding assessment methods as they relate to the overall development of students.

These documents are clear proof that I am aware of and capable of constructing assessment instruments, which will be used in my classes continuously through the year. The rubrics are clear and concise allowing for the proper learning outcomes to be evaluated and identified.
 * __KSD’s Alignment:__**
 * 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 rubrics presented above have been used as a reference during the fabrication process, which has allowed students to identify the final goal for their product while also helping them self-evaluate their project status. By using this tool, students have a clear view of the expectations, their progress, and their strengths.
 * 8.S.3 The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to help them to set personal goals for learning.**

The rubrics in both classes have been used as a promotional piece in class. They help the student identify all of the expectations for each project, thus identifying the skills needed to produce the products. This identification aids in student self-reflection and analysis as it pertains to their strengths and weaknesses in the said skill sets needed for project completion.
 * 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.**