RATIONALE CHECKLIST
Rationale IV
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
ED 284A Module 4 (Week 15)
Part 1
I. HTSB OVERALL STANDARD
Standard 6: Assessment
II. TEACHING ARTIFACT
Adjusting Instruction
III. COURSE
ED284A: Foundations of Inclusion
IV. TEACHING ARTIFACT DESCRIPTION
Scenario is that several of your students are not performing well on their
assessments. You have planned your instruction with an opportunity to
change instruction based on some formative assessment. Now, you need to
decide where you are going to make the adjustment.
Identify two formative assessments that you have used in any two parts of
your instruction or planning, and discuss how these two assessments are
linked together in a way that provides you with a more complete picture of
student performance or how your assessments lead to or scaffold together.
Based on your students measured performance on any assessments in your
instruction (real or hypothetical), decide where in your instruction (unit,
lesson, or other in class instruction) you might need to extend, re-teach,
or create an instructional turn.
Discuss how a students struggling performance should influence a
change in your instruction that can be accomplished through adjustments,
differentiation, or Universal Design for Learning (UDL).
Design a formative assessment that will support your understanding of
whether or not your change in instruction was effective.
V. TEACHING ARTIFACT RESULTS
I reviewed a recent lesson I did with my students about creating an original
design, describing it using the elements and principles of design, critiquing
each others designs and redesigning their original designs. I described
formative assessments I used to gage student progress throughout the
lesson. Then I discussed some of the challenges students were encountering
during this lesson. I created teaching solutions and came up with a plan to
help students relearn this material.
 RATIONALE CHECKLIST Part 2
PART I: I. SUB-STANDARD
Describe a teaching artifact that 6.2a (Focus Area 3):
represents the overall HTSB CANDIDATE USES DATA FROM MULTIPLE ASSESSMENTS TO GUIDE
standard INSTRUCTION - Does Candidate use data from multiple types of
assessments to draw conclusions about learner progress toward learning
PART II: objectives that lead to standard and use this analysis to guide instruction to
Connect the teaching artifact to meet learner needs?
a sub-standard and assess your
proficiency II. CONNECTION TO ARTIFACT
I demonstrate that I use data from multiple types of assessments to
PART III: draw conclusions about learner progress toward learning objectives by
Improve your proficiency for the describing the different types of formative and summative assessments I use
HTSB standard and explaining in detail how each one helped me to see how students were
doing on different parts of the lesson. For example, having students check
their work with me each step of the way before moving on to the next step
PARTS I-III DEFINED helped me to see how they were doing in small increments and helped me
guide them and direct them where necessary, rather than waiting to see if
PART I:
they failed the whole project at the end.
State standard, teaching artifact,
and course name. Provide an
III. SELF-ASSESSMENT
accurate description of the
I would rate myself as a 4 (Candidate always does this as a teacher) or
artifact. Provide a sufficient
exceeds proficiency because I am always incorporating multiple types of
description of the artifact results.
assessments into each lesson and unit. I try to use creative ways to assess
students and use multiple assessments so that I can get a better overall idea
PART II:
of where students are exceeding and where I need to adjust my instruction.
Identify at least one appropriate
I do not like to rely on one type of assessment to gage student progress
sub-standard and include the
because this does not provide enough information for me about how
entire language.. Connect the
students are doing.
language of the sub-standard
to the artifact. State your
IV. EVIDENCE OF SELF-ASSESSMENT
proficiency level for the sub-
Evidence of me implementing using data from multiple assessments
standard. Provide appropriate
includes how I use formative assessments such as observation and
evidence that supports your self
questioning to see how students are doing along the way and then using
assessment.
different forms of summative assessments to gage their retention. I like
to use a mixture of summative assessments such as quizzes/tests and
PART III:
demonstration measures such as completing a hands-on project. This helps
Identify an appropriate sub-
me see how a wide range of students are learning because some are better
standard and clearly state a
at test-taking while others are naturally better at hands-on performance tests.
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
Part 3
I. SUB-STANDARD TO IMPROVE
6.4b (Focus Area 4): CANDIDATE PROVIDES FEEDBACK OF ASSIGNMENTS
AND GUIDES LEARNERS TO SELF-EXAMINE WORK AND MAKE
IMPROVEMENTS - Does Candidate use assignment criteria to point out
strengths in performance to learners and offer concrete suggestions for how
to improve their work? Does Candidate structure reflection prompts to assist
each learner in examining his/her work and making improvements?
II. WHAT TO IMPROVE?
I want to improve on giving feedback to students to help them effectively
examine their work and make improvements. I am working on giving more
frequent and better quality feedback so that students can know how they are
performing, what they need to improve on and what steps they should take
to work on improving.
III. RESEARCH FINDINGS
i. During a post-observation debrief, my college supervisor, Jan Ikeda,
explained how useful reflections can be. She described how she used
reflections when she was a teacher and how reflections are excellent
tools for both the student and the teacher. Reflections help the students
make connections with their work and can also give the teacher insight
to student thoughts.
Resource: Jan Ikeda, College supervisor
ii. I found an article about giving students meaningful feedback. The
article sites five tips for giving meaningful feedback: 1) Be as specific as
possible, 2) The sooner the better, 3) Address the learners advancement
toward a goal, 4) Present feedback carefully, 5) Involve learners in the
process. I think all of these steps are very important and this article
helped provide me with some concrete goals to achieve when giving
feedback.
Resource: https://www.edutopia.org/blog/tips-providing-students-
meaningful-feedback-marianne-stenger
IV. IMPLEMENTATION OF FINDINGS
Based on my research findings, I plan to improve on giving meaningful
feedback by:
i. Having students complete reflections on their work, reading their
reflections, and then having class discussions on selected topics where
necessary
ii. Follow the five tips from the article above on giving meaningful
feedback by:
a. Giving specific direction
b. Giving feedback immediately after work is completed
c. Make sure the feedback connects to a learning goal students were
trying to achieve
d. Make sure that feedback feels constructive and that students know it
is to help them improve and not control them
e. Have open conversations with the students and have discussions
together to reach the best possible solution to improving work
rather than just straight up telling students what to do