As an educator in a public school, I was often known for writing pages of feedback to my student writers and assigning odd grades like “Q” and “Z” to students with an explanation that grading, at times, transcends the scale we’re given in school. My assessments for SED 413/613 and EDU 508 demonstrate how I adhered to the Portfolio Rubric at Syracuse University and the Observation Document Forms. With in class assessments, I often took a more creative approach and would draw back responses or poetically offer my insight. Because I am an outside of the box thinker, I tend to model assessment that is also outside of the box. In one, in class assignment, I asked students to respond to our activities poetically. They hated me for it, but I also responded back to them artistically (Creative Assessments).
I am also capable of formal assessments as some of my models show.
During EDU 508, I carefully took field notes to capture the lessons being taught by student teachers. I would attach these field notes to the end of the Observation form (sample student-observation) so students had an opportunity to read a play-by-play of what occurred while they were teaching. Often, while teaching, a leader has a difficult time keeping up with all that is going on and the running narrative is a window into the room they can’t consider while being in charge. It is an excellent way for student teachers and me to discuss the lesson that was observed. In addition, it gives me material to use when writing the formal observation assessment as the sample above shows.
Another of my responsibilities as a teaching assistant for Dr. Kelly Chandler-Olcott is to score student teacher portfolios and to be a table leader for the presentations they give on each. This year, while scoring portfolios and hearing presentations, it became very obvious how much influence the work Kelly and I did in EDU 413/613 had on the fledgling teachers. In several portfolios, students included items where my conversation with them became an example of how they met particular proficiencies (From Student Portfolios). At the completion of their portfolios, too, I was responsible for scoring and giving feedback to the students. These hand written documents will be used as these students begin a longer student-teaching placement in the Fall(Portfolio Assessment Sample 1) (Portfolio Assessment Sample 2).
A long tradition of saying so-long to students is through writing an acrostic poem for each of my students. As a public school teacher, I had over 600 students and I did my best to write poetically for them. When students in SED 415/615 completed their twelve-week placement, I chose to write them a final farewell, poetically, too (finalexpression).