Wts Entries 7 and 8 - Final-Final Entry-Corey Morning

WTS 7 & 8 page 1 of 37
Formative Assessments are important
Corey Morning
Saint Mary’s University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard 7 & 8
EDUW 693 Instructional Design and Assessment
Instructor: Ryan Ourada
April 12, 2018

Selected Wisconsin Teacher Standard Descriptors
Wisconsin Teacher Standard (WTS) 7: Teachers are able to plan different kinds of
lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject matter,
pupils, the community, and curriculum goals.
Knowledge. The teacher knows when and how to adjust plans based on student
responses and other contingencies.
Dispositions. The teacher believes that plans must always be open to adjustment and
revision based on student needs and changing circumstances.
Performances. The teacher plans for learning opportunities that recognize and address
variation in learning styles, learning differences, and performance modes.

Wisconsin Teacher Standard (WTS) 8: Teachers know how to test for student
progress.
The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the learner.
Knowledge. 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.
Dispositions. The teacher is committed to using assessment to identify student strengths
and promote student growth rather than to deny student access to learning opportunities.
Performances. The teacher monitors his or her own teaching strategies and behavior in
relation to student success, modifying plans and instructional approaches accordingly.

Pre-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objective(s)
The Danielson Framework rubric was such a valuable tool for me to evaluate myself and
take an honest look at my planning and preparation, classroom environment, instruction, and
professional responsibilities. This rubric was a good wake-up call for me to take a look at all
these areas. It specified I could grow in Domain 1: Planning and Preparation – Component:
Setting Instructional Outcomes- value, sequence, and alignment and clarity. Another area of
growth I specified was Domain 3: Instruction – Component: Using Assessment in Instruction-
feedback to students. I tried to meet the needs of all my learners, but realized after the first lesson
in math, I could do more. I was not differentiating as well as I could for most of my high flyers
and a few of my struggling learners. I created “exit slips” for each lesson to check for student
understanding and to guide my lessons based on their feedback. I have used white boards to
check for understanding. Sometimes, I may have not allowed enough time for students to think
about what I wanted them to show me before moving on to the next lesson or learning target. I
get in a hurry to get every learning target addressed, but not really making sure students are
learning the specific objective of each lesson. I have looked at many extra practice sheets we do
after each lesson to check for understanding, but my feedback to those students has been very
little. Another area I need to work on is allowing student self-assessment after each lesson. I
need to let go of control and watch these students work with their peers on the learning target.
After our class on January 13th, I found myself thinking about what changes I need to
make in my teaching to better myself and improve my students’ learning while driving home. I
selected to concentrate on how the teacher knows when and how to adjust plans based on student
responses and other contingencies, the plans for different learning styles, and performance
modes, and the teacher believes that plans must always be open to adjustment and revision based
on student needs and changing circumstances to meet student needs and enhance learning from
Wisconsin Teacher Standard 7. The other area I focused my growth on was how to select,
construct, and use assessment strategies and instruments appropriate to the learning outcomes
being evaluated. In addition, assuring the teacher is committed to using assessment to identify
student strengths and promote student growth rather than to deny student access to learning
opportunities. Finally, the teacher monitors his or her own teaching strategies and behaviors in
relation to student success, modifying plans and instructional approaches accordingly from
Wisconsin Teacher Standard 8.
I grew in the area of finding quick formative assessments (Artifact D) to match the
student learning objective to guide me with my next lesson. These assessments were quick
checks to connect with my students’ understanding and allowed me to communicate with them
about it. It was eye opening to get feedback from them about the understanding of the quick
check. I did a pre-assessment (Artifact A) to get an idea of what the students really knew and
what was confusing or had not been introduced. This pre-assessment guided my instructional
practices throughout the topic, but my quick checks also adjust my instructional practices, too.
All the data from the assessments need to be used in the proper way. I do not like using
assessments just for doing them.
My students have a chance to come up to the promethean board and show their
understanding of the student objective during our large group instruction. Some students will not
come up to the promethean board, so I get them involved to check for understanding by finding
the right moment to have them do an example problem on the board. I try to make sure I do not
scare my students about coming up to share their learning with other students. I do encourage
students to try and failure is not a bad thing. I am not afraid to show my students the mistakes I
make. Allowing students to chit chat with one another about story problems in math is very
powerful. It is amazing to see the light bulb go on when someone figures out a problem.
I need to dig a little deeper in finding various formative assessments for my students. I
will spice up lessons with different formative assessments such as the app, Kahoot, that can bring
a little technology into the mix. My students need to be engaged in every aspect of student
learning.
Assessment of Student Performance Related to Targeted Student Learning Objective(s)
My math block for my first graders took a pre-test for Topic 8 (Tens and Ones) a week
and a half before starting this concept. The first lesson (Artifact F) was counting with groups of
10 and leftovers. Second lesson was making numbers with tens. The next lesson worked on
using tens and ones to show and write a given two-digit number. The fourth lesson had students
use manipulatives (rods and cubes) as tens and ones and write the two-digit number in expanded
form. The final lesson was the most difficult lesson for students to break apart a ten to make 10
ones and write new representations in expanded form.
I administered a pre-test to see what prior knowledge my students had with counting with
groups of 10 and leftovers, understanding numbers with tens and ones (rods and cubes), writing
in expanded form, and creating tables to represent numbers in multiple ways. This
pre-assessment (Artifact A—Pre-Assessment for Topic 8) shows what learning objectives

students are proficient or need improvement. Students really struggled with breaking apart a ten
to make 10 more ones for a number then write the new expanded form for it. Writing the
expanded form was very difficult for them to do on multiple problems. As a class, they scored
70% as a average score on this pre-assessment. Eight students scored 65% on the
pre-assessment. Out of those eight students, two of them scored 27% and below. The other six
students scored 45%-64% on the pre-assessment. One student scored 0% on the 11 questions
pre-assessment.
My students are currently at very different ability levels. I have eight students who are
struggling with a majority of the learning objectives for this concept. I put the students in two
different groups by ability for some small group activity. We are a Title I school, so I have our
Title I teacher work with some of my mid-range students in a small group setting. I will engage
in the learning process with the group of students who need more reteaching of past learning
objectives to guide them along the way with multiple ways to achieve these new learning
objectives. I have four students who are in my reteaching group who are diagnosed with
Attention Deficit Hyperactivity Disorder (ADHD). My other two students have very similar
characteristics and behaviors like the four students who are diagnosed. I have one student with
an intermittent mood disorder. She has really turned a corner now after the holiday break. It is
still a tough process to figure her out and what trips her trigger to bring on her poor mood
behavior.
Assessment of Learning Environment While Learning Targeted Objective(s)
My students’ desks are in rows of two throughout the room as part of our learning
environment. My desks have the chair connected to the desk part, so it makes it very difficult to
form small pods or groups with the size of my classroom. When students are at their desk their
eyes are really able to focus on the promethean board while showing examples or giving an
assessment. The students also have shoulder partners to discuss the learning objective. During
this time, they show each other how they solved some challenging problems. During large group
time, we are on the carpet, so students can come up to the board and show how they understand
the learning objectives. During large group time, we are able to turn and talk with a partner
about the learning objective to check for understanding. I have a large rectangular table that
seats six students for a middle group that is connected to the pre-assessment. I have a kidney
shaped table that seats five students for my lower group that is connected to the pre-assessment.
These two tables are on opposite sides of the room to allow for conversations to take place
during small group time. My students are encouraged to use manipulatives (rods and cubes) to
assist them in becoming proficient with the learning objectives for this concept. During our
Math Chit Chat session just before math, students are engaged in a review of learning objectives
we have covered in the past and adding in a few learning objectives we have not yet covered.
This warm-up session has a turn and talk story problem that allows students to chat with a peer
on how they solved it. Students really show different learning styles during this turn and chat
session. It is a chance for me and the other students to learn different strategies to solve math
problems. It is also a time when students learn that failing a learning objective is okay. We do
some movement breaks just before math starts up, too. My students enjoy doing videos from
GoNoodle for their movement breaks. Students have been sitting for two-three minutes listening
to announcements and students doing the calendar at the beginning of our school day.
Assessment Conclusion and Essential Question to Guide Research
The self-assessment, assessment of student performance, and learning environment
assessment show there is a need for more formative evaluations as part of my students’ learning
and connecting with students about the formative evaluation with teacher feedback. I need to
find out where all my students are in their learning and adjust my lesson plans to make
accommodations for each of my students.
Research Summary
I have been hungry to dig into this research paper about formative assessments assisting
teachers guide their next steps in student learning. Formative assessments need to be done
during a learning activity to improve learning. Lorrie A. Shepard (2005) stated formative
assessments serve several purposes:
● To provide feedback for teachers to adjust the learning activity;
● To identify and remediate groups or individual deficits;
● To move focus away from achieving grades and onto learning processes, in order, to
increase self-efficacy and reduce the negative impact of extrinsic motivation;
● To improve student’s metacognitive awareness of how they learn;
● Frequent, ongoing assessment allows both for fine-tuning of instruction and student focus
on progress.
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Feedback is the central function of formative assessment. It typically involves a focus on the
detailed content of what is being taught, rather than simply a test score or other measurement of
how far a student is falling short of the expected standard. The most effective way teachers can
show effective feedback to students is when students are not only told in which areas they need
to improve, but also how to go about improving it. Nicol and Marcfarlane-Dick (2005),
synthesizing from the literature, listed seven principles of good feedback practice:
1. It clarifies what good performance is (goals, criteria, expected standards);
2. It facilitates the development of self-assessment in learning;
3. It provides high quality information to students about their learning;
4. It encourages teacher and peer dialogue around learning;
5. It encourages positive motivational beliefs and self-esteem;
6. It provides opportunities to close the gap between current and desired performance;
7. It provides information to teachers that can be used to help shape teaching.
Using formative assessments have a huge benefit for teachers. Teachers are able to
determine what standards students already know and to what degree. They can make changes to
their instruction as needed to ensure all students can succeed in upcoming instruction and on
subsequent assessments. Teachers can create appropriate lessons and activities in their PLCs for
groups of learners or individual students also known as differentiation. Teachers can have
positive feedback with their students to inform them on their current progress to attain their
goals. Using common formative assessments within your grade level or subject area can be very
positive and less time consuming. Researchers Kim Bailey and Chris Jakicic (2012) have stated
that common formative assessments “Promote efficiency for teachers, promote equity for
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students, provide an effective strategy for determining whether the guaranteed curriculum is
being taught and, more importantly, learned, inform the practice of individual teachers, build a
team’s capacity to improve its program, facilitate a systematic collective response to students
who are experiencing difficulty, and offer the most powerful tool for changing adult behavior
and practice.”
It is important to develop common formative assessments as a PLC to address what Baily
and Jakicic (2012) laid out as the important questions to answer when reflecting on student
progress. These included:
● What do we want students to know and do?
● How do we know they are learning?
● What do we do when they’re not learning?
● How do we respond when they’ve already learned the information?
When utilizing common formative assessments to collect data on student progress,
teachers can compare their students’ results during PLC meetings. In tandem, they can share the
strategies used in the classroom to teach particular concepts if others did not do as well. With
these things in mind, the PLC can make some evaluations on what tasks and explanations
seemed to produce the best student outcomes. If a teacher digs deeper into their toolbox and
share with others their strategies, it can benefit so many students and teachers. Teachers who
used alternate strategies now have new ideas for interventions and when they teach the topic in
upcoming years. PLCs can also use formative assessments to review and calibrate their scoring
practices. Teachers of a common class should aim to be as consistent as possible in evaluating
their students. Comparing formative assessments, or having all teachers evaluate them together,
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is a way for teachers to adjust their grading criteria before the summative assessment. Through
this practice, teachers are presented with an opportunity to grow professionally with the people
who know them and understand their school environment.
Another key point is having student do peer-assessments with one another. Black and
Wiliam’s (2006) have done studies on peer-assessment having numerous benefits:
● When students know that they are going to be assessed by their peers, they tend to
put more attention to detail in their work.
● Students are able to speak to one another in a language that they are more
comfortable with than they would be with a teacher. The insight of a peer might
be more relatable than that of a teacher.
● Students tend to accept constructive criticism more from a peer than from a
teacher.
● While students are in the process of peer-assessment, a teacher can more easily
take command of the learning going on. The teacher can also stand on the side
and watch/listen as the students continue to assess each other’s work and may
intervene at any time if need be.
Meta-analysis of studies into formative assessment have indicated significant learning
gains where formative assessment is used, across all content areas, knowledge and skill types,
and levels of education. Educational researcher, Robert J. Marzano states: Recall the finding
from Black and Wiliam’s (1998) synthesis of more than 250 studies that formative assessments,
as opposed to summative ones, produce the more powerful effect on student learning. In his
review of the research, Terrance Crooks (1998) reported that effects sizes of summative
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assessments are consistently lower than effect sizes for formative assessments. In short, it is
formative assessments that has a strong research base supporting its impact on learning.
It is important for students to understand the goals and the criteria for success when
learning in the classroom. Often teachers will introduce learning goals to their students before a
lesson but will not do an effective job in distinguishing between the end goals and what the
students will be doing to achieve those goals. “When teachers start from what it is they want
students to know and design their instruction backward from that goal, then instruction is far
more likely to be effective”. (Wiggins, Grant, and McTighe, 2000)
Black and Wiliam (1998) reported that studies of formative assessment show an effect
size on standardized test of between 0.4 and 0.7, larger than most known educational
interventions. (The effect size is the ratio of the average improvement in test scores in the
innovation to the range of scores of typical groups of pupils on the same tests; Black and Wiliam
recognized that standardized tests are very limited measures of learning.) Formative assessment
is particularly effective for students who have not done well in school, thus narrowing the gap
between low and high achievers while raising overall achievement. Research examined by Black
and Wiliam supports the conclusion that summative assessments tend to have a negative effect
on student learning.
Research Implications
The essential question guiding professional growth for this process: How do I improve
instructional design and assessment to achieve each student’s developmental capabilities through
confident and independently competent learning?

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My specific inquiry question: How can using formative assessments guide teacher in the
planning process for student achievement?
Answers/insights from research and course learning that I plan to apply in planning and
instruction for my targeted learning unit: Tens and Ones.
1. I plan on Teaching to the Test vs. Teaching the Test by using goals and
standards.
2. I plan to create powerful formative assessments to answer these four questions:
● What do I want the students to know and do?
● How do I know they are learning?
● What do I do when they’re not learning?
● How do I respond when they’ve already learned the information?
3. I plan to improve on giving feedback to students during Cardinal Time.
4. I plan to use my formative assessments to set the stage for the next day.
5. I plan to use multiple forms of formative assessment to check for
understanding.
Research-based Action Plan
Action Plan Summary Outline
1. Design lessons that include quality formative assessments.
a. Pre-assessment
b. Large group self-assessment in front of peers
c. Exit slips (quick checks)
2. Supporting all students by using formative assessments to obtain learning objectives.

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a. Videos before each lesson
b. Modeling problem on promethean board
c. Whiteboard and place value blocks activity
d. Partnering to solve problems
Targeted Student Learning Objective(s)
1. Standardized goal: 1.NBT.2. Understand that the two digits of a two-digit number
represent amounts of tens and ones.
2. Targeted learning objective:
Children will read and write two-digit numbers as groups of 10 and some left over.
Children will count groups of ten, up to 10 tens, and write how many.
Children will use groups of tens and ones to show and write a given two-digit number.
Children will model a two-digit number and write its expanded form.
Children will break apart a ten to make 10 ones and write new representations in
expanded form.
Children will use groups of tens and ones to show and write a given two-digit number.
Task(s) and Essential Proficiency Criteria for Targeted Learning Objective(s)
1. Task: Student will be assessed on the Topic 8 (Tens and Ones) Post-Test
2. Criteria that Prove Proficiency in Meeting Targeted Learning Objective(s)
a. Students will be able to read and write two-digit numbers as groups of
tens and ones.

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b. Students will be able to count groups of tens and write how many tens I
have.
c. Students will be able to write two-digit numbers showing groups of tens
and ones.
d. Students will be able to model and write two-digit numbers showing
each digit’s value.
e. Students will be able to use tens and ones to write numbers in many
different ways.
f. Students will be able to write two-digit numbers showing groups of tens
and ones.
Method(s) to Assess Progress of Proficiency for Targeted Learning Objective(s)
1. A series of quick checks will be used to check for understanding after each
lesson. These quick checks will be reviewed by the teacher. (Artifact C-Quick
Checks)
2. The post-test will assess progress of proficiency for all the learning objectives.
I used Google sheets that tallied all the incorrect answers. (Artifact B-Topic 8
Post-Test spreadsheet)
Post-assessments
Instructional Insights Related to WTS and Targeted Student Learning Objective(s)
I have had tremendous growth through researching formative assessment to help guide
teachers in their next steps for student learning. I wanted to focus on giving formative
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assessments to my students at the end of each lesson to make sure everyone had proficiently
passed the student learning objective. I adjusted my student groups as needed while looking at
the pre-assessment, exit slips, whiteboard activities, and teacher observation. The pre-assessment
(Artifact A) helped me truly get a feel for where each of my students were at the beginning of the
new concept. This assessment helped me form different ability groups to give each student what
was needed to support their learning. This whole research process and collecting data from
formative assessments allowed me to meet all my students where they are at and have much
needed feedback time with them. I know I have not come even close to figuring out what
formative assessments work for my students that will give me proper data to move forward with
my students’ learning outcomes. I need to create various forms of formative assessments that
will reach other students in a different way. These assessments may make sense to me as a
teacher, but I am not the one working on the learning objective. These formative assessments
need to promote student growth rather than to deny student access to learning opportunities.
Overall, it really opened my eyes to have solid feedback from my students about the learning
objective for the day’s lesson. I can meet with those students during our Cardinal Time, where
we sit down with students who need a little more teaching or polishing of reading, math, and/or
writing support. My students drive my instruction. So, if I need to make some adjustments I will
do it without thinking twice. Each topic will bring a new group of students who need additional
support to promote student growth.
The Danielson’s Framework allowed me to check myself in all four domains. Looking at
Domain 1: Planning and Preparation with setting instructional outcomes with my students was
tough for me to really feel confident doing. I enjoyed trying new instructional practices and
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switching up the sequence. Digging into Domain 3: Instruction, I enjoyed using assessment to
have amazing feedback with my students. Domain 2 and 4 of Danielson’s Framework had me
looking closely at my set up of my classroom and the ability to create ability groups for all my
students along with reflecting on my teaching. I am always hungry to improve my craft.
Comparison of Student Performance Related to Targeted Student Learning Objective(s)
After taking the pre-assessment, I began to unpeel the data and made a decision about
working on learning objectives that were very difficult for my students to understand. The
concept of understanding two-digit numbers can be written in many different ways using tens
and ones was very difficult for them to understand. I started out the unit of tens and ones with
bringing this learning objective to the surface. Many of my students understood what tens and
ones were, but they were struggling with how they can work in various ways.
I examined problem number seven on the pre-assessment spreadsheet because all 19
students did not get this problem correct. So, I retrieved extra practice sheets (Artifact C and E)
to provide more practice on these tough learning objectives while examining the pre-assessment
outcomes. My students showed great growth from these extra sheets used to boost their learning.
After the post-assessment, I investigated the outcomes and it showed that all 19 students showed
proficiency with this learning objective. I analyzed problem number five and ten on the
pre-assessment because spreadsheet and seven students struggled with them. I inspected the
post-assessment on the same learning objectives for these problems. Six students were proficient
with number five and five students were proficient with number fifteen. I was very proud of my
students for showing amazing growth.

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I was very interested in increasing the proficiency scores for Student G and Student K.
Student G scored 27% and Student K scored 0% on the pre-assessment. The data shows positive
student outcomes from Student G increased their proficiency by 73% from the pre-assessment to
the post-assessment. Student K increased their proficiency by 81%. I dug into my
pre-assessment data to see eight of my students were below 80% proficiency. After breaking
down the data for the post-assessment, everyone was above 80% proficiency. As a class, we
scored an overall score of 70% on the pre-assessment. Now the post-assessment overall score
was 96%. The 16% increase in proficiency isn’t a huge growth for me, but I was very proud of
my students to score a class average of 96% proficiency on understanding tens and ones.
Comparison of Learning Environment While Learning Targeted Objective(s)
My students enjoyed manipulating place value blocks during their learning. I had one
student who really struggled with the pre-assessment. It was great to see the light bulb go off in
her head when she started writing two-digit numbers while using ten trains and ones cubes.
Building that rapport with her is so key in moving forward with her learning. It was great to see
her enjoy working on the learning objective without having the feeling of I cannot do it. Students
enjoyed using the Hovercam to show their magic with moving cubes to show numbers in
different ways on the Promethean board. Student were eager to come up and display their
understanding of the learning objective. My students showed positive attitudes while learning
how to create two-digit numbers. Some students really liked using cubes to show their work and
others liked using their understanding of the learning objective to create lists to show ways to
make a number.
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Asking students deeper questions during a formative assessment was good feedback for
me. This allowed me to make a teacher observation about how this student learns the learning
objective differently. Allowing students to come up to the Hovercam and Promethean board to
show how they figured out different ways to figure out a problem from their peers. Students felt
more confident after we sat down during Cardinal Time to work on math concepts that were not
fully understood. I enjoy having this time to get feedback from them in a one-on-one or small
group setting. I feel like I am reaching most of my students in the middle. I have some students
who get some extra support during our Cardinal Time, so I miss having that time to get feedback
from those two students.
I have a Math Word Wall (Artifact G) in my classroom for each topic we are covering.
The bulletin board (Math Word Wall) has the essential question posted. It has many “I Can”
statements with visual representation connected to them displayed for students to reference
during the time-period we cover this topic. Important vocabulary words with definitions and
visual representation are posted on the Math Word Wall. This word wall is very useful for
students who need a visual reminder about certain parts of the learning objective being taught.
Reflection of Entire Learning Process
What Worked and Why
1. The Hovercam and Promethean board activities really helped my students see what
was happening to the ten trains. The ten train was broken apart and ones cubes were placed on
the place-value mat to show them another way to make a number. Later in the unit, students were
able to work with a partner on making numbers in different ways using place value blocks. I was
able to walk around and observe and ask deeper questions to check for full understanding.
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2. Using the Promethean board during an interactive lesson about tens and ones was
amazing to see their understanding of tens and one along with writing the number in expanded
form. It was easy to redirect some students in the process of writing two-digit numbers in
expanded form with tens and ones.
What Did Not Work and Why
1. I had trouble getting to my exit slips at the end of my math sessions. I focus a great
deal of my time setting these students up to succeed at the beginning of my lesson. I need to
breakdown what I need to shorten up in my instruction and eliminate or shorten student
independent work.
2. I had a difficult time having enough higher-level assessments for higher achieving
students. I do have I-pads that can engage them in higher-level problem solving. These students
have helped other students who struggle with the learning objective, but I want more for these
individuals. I feel I am not stretching them in the correct way. I need to ask for assistance with
this issue I am feeling.
My Next Steps
1. I plan to reach out to other colleagues about setting up extra differentiation for our
higher achieving students during math.
2. I am going to dig into creating more formative assessments for the next topics in math.
I need to remember to add in different types of formative assessments to reach all my students to
check for student learning.

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References
Bailey, K.; Jakicic, C. (2012). Common Formative Assessment: A Toolkit for
Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
Black, Paul and Wiliam, Dylan (1998). "Assessment and Classroom
Learning". Assessment in Education: Principles, Policy & Practice. 5 (1):
7-74. doi:10.1080/0969595980050102.
Black, P. and Wiliam, D. (2006). Inside the black box: Raising standards through
classroom assessment, Department of education & professional studies, GL Assessment.
Boston, Carol (2002). The concept of formative assessment. Practical Assessment,
Research & Evaluation, 8(9).
Marzano, Robert J. (2003). What works in schools: Translating research into action.
Alexandria, VA: ASCD.
Marzano, R. J. (2006). Classroom assessments and grading that work. Alexandria, VA:
Association for Supervision and Curriculum Development.
Nicol, David; Macfarlane-Dick, Debra (2005). Rethinking Formative Assessment in HE:
a theoretical model and seven principles of good feedback practice. Quality Assurance Agency
for Higher Education.
Shepard, Lorrie A. (2005). "Formative assessment: Caveat emptor" (PDF). ETS
Invitational Conference, The Future of Assessment: Shaping Teaching and Learning, New York,
October 10–11, 2005. Retrieved 24 February 2018.
Stiggins, R.J., Arter, J.A., Chappius, J. & Chappius, S. (2006). Classroom assessment for
student learning: Doing it right-using it well. Portland, OR: Educational Testing Service.
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Wiggins, Grant, and Jay McTighe. Understanding by Design. New York: Prentice Hall,
2000.
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Artifacts
Artifact: Improved Assessment Design
Artifact A: Pre-Assessment for Topic 8
Pre-Test PR PR PR PR PR PR PR PR PR PR PR C P %
TOPIC 8 1 2 3 4 5 6 7 8 9 10 11
Name ABC ABC ABC ABC AB AB AB AB AB ABC ABC
CD CD C C CD D D
A 1 10 11 91%
B 1 10 11 91%
C 1 10 11 91%
D 1 10 11 91%
E 1 1 1 1 1 6 11 55%
F 1 1 1 1 1 1 5 11 45%
G 1 1 1 1 1 1 1 1 3 11 27%
Student
moved
I 1 1 1 1 1 6 11 55%
J 1 1 1 1 7 11 64%
K 1 1 1 1 1 1 1 1 1 1 1 0 11 0%
L 1 10 11 91%
M 1 1 9 11 82%
N 1 1 1 1 1 1 5 11 45%
O 1 1 9 11 82%
P 1 1 9 11 82%
Q 1 1 1 1 7 11 64%
R 1 10 11 91%
S 1 10 11 91%
T 1 10 11 91%
3 6 1 1 7 6 19 5 4 7 4 0 70%
The yellow bar across the top has letters under each problem on the pre-assessment. Here is the
key for those letters.
A- Counting to 120 starting at any number
B- Identify and write numbers
C- Understanding that the two-digits are tens and ones
WTS 7 & 8 page 25 of 37
D- Understanding of place value by solving addition/ subtraction problems
Artifact B: Post-Assessment for Topic 8
Post-T PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR C P %
est 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
TOPIC
8
Name AB AB AB AB AB AB AB AB AB ABC ABC ABC ABC AB AB ABC
C C C C CD CD C C CD D D D C C D
A 16 16 100%
B 1 15 16 94%
C 16 16 100%
D 1 15 16 94%
E 1 1 14 16 88%
F 1 1 14 16 88%
G 16 16 100%
Student
moved
I 1 15 16 94%
J 1 15 16 94%
K 1 1 1 13 16 81%
L 1 15 16 94%
M 16 16 100%
N 16 16 100%
O 1 15 16 94%
P 16 16 100%
Q 16 16 100%
R 16 16 100%
S 16 16 100%
T 16 16 100%
0 1 0 2 1 1 0 0 0 0 0 2 1 1 1 3 96%
The yellow bar across the top has letters under each problem on the pre-assessment. Here
is the key for those letters.
A- Counting to 120 starting at any number
B- Identify and write numbers
C- Understanding that the two-digits are tens and ones
D- Understanding of place value by solving addition/ subtraction problems
WTS 7 & 8 page 26 of 37
Artifact C: Review Place Value worksheets

Click on Link
Artifact D: Formative Assessments for each Learning Objective

Click on Link
Artifact E: Extra Ways to Make Numbers
Click on link
WTS 7 & 8 page 27 of 37
Artifact F: Improved Instructional Design

Topic 8—Tens and Ones (1st Grade)
Stage 1 Desired Results

ESTABLISHED GOALS Transfer
First Grade
CCSS.Math.Content.1.NB Students will be able to independently use their learning to explain
T.B.2 Understand that the how many tens and ones are in a two-digit number.
two digits of a two-digit
Meaning
number represent
amounts of tens and UNDERSTANDINGS ESSENTIAL QUESTIONS
ones. Understand the Day 1: Students will understand Day 1: If have ten students in my
following as special sets of 10 can be perceived as classroom, and I ask them to
cases: single entities. In a standard stand up. Then I ask them to come
numeral, the tens are written to the to the front as a group. How many
CCSS.Math.Content.1.NBT left of the ones. Numbers can be students do I have? If I ask three
.B.2a 10 can be thought of used to tell how many. students to stand at their seats.
as a bundle of ten ones — How many students do I have in
called a “ten.” Day 2: Students will understand all?
that, the numbers 10, 20, 30, 40, Day 2: How many tens are in the
CCSS.Math.Content.1.NBT 50, 60, 70, 80, 90 refer to one, number 40? What number is in the
.B.2b The numbers from 11 two, three, four, five, six, seven, ones place?
to 19 are composed of a eight, or nine tens (and 0 ones)
ten and one, two, three, Students will understand the
four, five, six, seven, eight, concept of zero in place value. Day 3: In the number 14, how
or nine ones. many tens do I have? In the
Day 3: Student will understand number 14, how many ones do I
CCSS.Math.Content.1.NBT that, 11 to 19 are composed of a have? Therefore, the numbers
.B.2c The numbers 10, 20, ten and one. from 11 to 19 have a ten and a
30, 40, 50, 60, 70, 80, 90 one, correct?
refer to one, two, three, Day 4: Students will understand Day 4: What does each digit stand
four, five, six, seven, eight, numbers greater than 10 can be for in the number 49? How many
or nine tens (and 0 ones). represented as the sum of the tens tens? How many ones? Can you
and ones. write that in expanded form?
Day 5: How many ones can you
Day 5: Students understand get out of one ten train? Can you
numbers greater than 10 can be break apart 26 by tens and ones in
named in more than one way and different ways?
have the same value.
WTS 7 & 8 page 28 of 37
Day 6: Students will understand Day 6: How many ways are there
how to generate a list of ways to to show 25 as tens and ones?
show how a two-digit number can
be organized into a table.
Acquisition
Students will know… Students will be skilled at…

Day 1: how to read and write Day 1: reading and writing
two-digit numbers as groups of 10 two-digit numbers as groups of 10
and some left over. and some left over.
Day 2: that the whole numbers 10, Day 2: answer questions on how
20, 30, 40, 50, 60, 70, 80, 90 refer the numbers 10, 20, 30, 40, 50,
to one, two, three, four, five, six, 60, 70, 80, 90 refer to one, two,
seven, eight, or nine tens (and 0 three, four, five, six, seven, eight,
ones). or nine tens (and 0 ones).
that the number zero is placed at

in the ones place when there are
no ones left over.
Day 3: explaining how many tens
Day 3: that digits show how many and ones are in a two-digit
tens and ones are in a given number.
two-digit number.
Day 4: writing two-digit numbers
Day 4: that numbers greater than out in expanded form.
10 can be represented as the sum
of tens and ones. Day 5: breaking apart a ten train to
make 10 ones and write new
Day 5: that numbers greater than representations in expanded form.
10 can be named in more than one
way and have the same value. Day 6: generating a list of ways to
show how a two-digit number can
Day 6: how to generate a list of be organized into a table.
ways to show how a two-digit
number can be organized into a
table.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
WTS 7 & 8 page 29 of 37
PERFORMANCE TASK(S):
Day 1:
Students are given an exit slip when they are finished with the
independent practice. This exit slip will allow me to check for
understanding of the learning objective today.
Exit slip: Making Groups of 10 along with Groups of 10 and
Leftovers (Artifact D)
Day 2:
Exit slip: Counting Tens (Artifact D)
Day 3:
Students are given tens and ones examples on the
promethean board to write the numbers from the tens and ones
shown. This formative assessment will allow me to check for
understanding of the learning objective today. Students are given an
exit slip when they are finished with the independent practice.
White Board work from their desks—Teacher observation
Exit slip: Writing Tens and Ones (Artifact D)
Exit slip: Drawing Tens and Ones (Artifact D)
Day 4:
Students are given tens and ones examples on the
promethean board to write the numbers from the tens and ones
shown. Then students need to write in expanded form the number.
This formative assessment will allow me to check for understanding of
the learning objective today. Students are given an exit slip when
they are finished with the independent practice.
White Board work from their desks—Teacher observation
Exit slip: Writing Tens and Ones in Expanded Form (Artifact D)
Exit slip: Drawing Tens and Ones In Expanded Form (Artifact
D)
Day 5:
Exit slip: Using Tens and Ones—Ways to Make Numbers
differently (Artifact D)
WTS 7 & 8 page 30 of 37
Day 6:
Exit slip: Making an Organized List of a two-digit number
(Artifact D)
OTHER EVIDENCE:
● Quick Checks (checking for understanding)

● Teacher Observation (during independent practice)
● Student Responses during large group
● Student Responses during small group discussions (ability
groups)
● Place-Value Packet Artifact
● Homework
● Topic Test
Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction
Day 1- The students will solve how many tens and ones are in two digit numbers using
tens trains and ones cubes. The students will exercise their grouping skills between tens trains
and ones cubes. The students will be involved in classroom discussion where ten is thought of as
a bundle of ten ones or ten train.
Day 2- The students will see 10 trains that is a group of 10 ones. The students will
understand how the numbers 10,20,30,40,50,60,70,80,90 refer to 1,2,3,4,5,6,7,8,9, and 0 ones.
Day 3- The students will a guessing game with the teacher. In the game, the students are
challenged to figure out how many cubes are in the zip-lock bag. Students will write the two digits
that make up that number of cubes. Numbers are made up of digits. For example 32 has two
digits, a 3 and a 2. The 3 is in the tens place and the 2 is in the ones place.
Day 4- The students will create new ways to help Gadget, the robot write the number in
new and different ways. For example: 46= 40 + 6 or four tens trains and six ones cubes.
Day 5- The students will write a number in another way. 2 tens and 4 ones equals 24. It
also means 20 + 4 = 24 too. The students will break apart a tens train, in turn leads to 10 more
ones.
Day 6- The students will create an organized list of ways to make two-digit numbers. The
students will understand the difference between one and tens in two-digit numbers.
Day 1-
WTS 7 & 8 page 31 of 37
Anticipatory Set: We will start the math lesson out with some Math Chit Chat. We will
review many standards we have already covered in first grade.
1. Review:
Addition. Can anyone tell me what 8 + 4 equals? Yes, 8 + 4 = 12. Can anyone tell me what
7+5 equals? Yes, 7 + 5= 12. Now, can anyone tell me what 10 + 2 equals? Yes, 10 +2 = 12.”
2. Motivate:
Watch an interactive video called Counting with Groups of 10 and Leftovers. Students will
be able to answer questions and explain their understanding about the learning objective.
The teacher will say: “Today we will learn how to show two-digit numbers as groups of tens
and leftover ones.
Learning Activities:
1. Explanation:
Let’s use tens trains and ones cubes to help us out. Write 34 on the promethean board.
How many groups of 10 can you make with 34 cubes? Observe and facilitate as students work
with the cubes. Have them share their decisions.
3. Model:
Write 48 on the promethean board. How many groups of 10 can you make with 48 cubes?
Student takes 48 cubes out of the bag and places them on the place-value mat correctly.
The student will then fill in the blanks with the correct number for 48 is ___ groups of 10
and ___ left over.
4. Guided Practice:
Remind students that every two-digit number can be described by telling how many tens
and how many ones. (worksheet)
4.Independent Practice:
5. Closing: In this lesson, you learned that you can read and write two-digit numbers as
groups of 10 and leftover ones.
Differentiated Instruction: Matching pictures cards of tens and ones leftover to the number
card for on-level and advanced students. Then for some intervention work with manipulating
cubes to make groups of ten and how that makes a tens train.
Day 2-
1. Review:
2. Motivate:
Watch an interactive video called Numbers Made with Tens. Students will be able to
answer questions and explain their understanding about the learning objective.
The teacher will say: “Today we will learn how to count groups of 10. Today you will count
groups of 10 up to 100 and tell how many.”
WTS 7 & 8 page 32 of 37
1. Explanation:
Write 20 on the promethean board. Hold up an index card with “2 tens” written on it and
another index card with “20” written on it. Is 2 tens the same as 20? How do you know? Use
connecting cubes to show your answer. Have them share what they decided.
2. Model:
Make numeral cards (10,20….100) and corresponding tens cards (1 ten, 2 tens,….10
tens) for the class. Play a game to match the numeral card with the tens card.
3. Guided Practice:
Remind the student that they are skip counting by 10s. (worksheet)
Remind the students they can draw the cubes as 10-cube trains. This process will help
you get through the independent practice. You do not need to draw individual cube for the ten
trains. (worksheet)
5. Closing:
In this lesson, you learned that if all the objects are in groups of ten, you can count by tens
to find how many objects there are.
Differentiated Instruction: Playing the Tile Game to work on skip counting by tens.
Advanced learners will play the Tile Game that has them counting backwards and forward by
tens. Or some spots on the game have them say what number is two tens more than a number.
Intervention students will work on counting ten trains and writing the number on a whiteboard.
Day 3-
1. Review:
2. Motivate:
Watch an interactive video called Tens and Ones. Students will be able to answer
questions and explain their understanding about the learning objective.
The teacher will say: “You have learned how to skip count by 10s. Today we will count by
10s and 1s, and write a two-digit number to describe how many.”
1. Explanation:
Write the number 32 on the promethean board. The symbols that make up a number are
called digits. 32 has 2 digits, a 3 and a 2. What digit shows the tens? (3) Point out that the digit to
the right shows the ones.
2. Model:
Grab a bag of cubes and a place-value mat. Hold up the bag and ask the students how
many cubes they think are in the bag. How can we find out how many cubes are in the bag?
Encourage students to share any method with a shoulder partner. Now dump the cubes out under
the Hovercam to show the students how to use the place-value mat. If we have ten trains. Where
WTS 7 & 8 page 33 of 37
do they go on our place-value mat? Where do ones cubes go? Now you can write out the
numbers by counting the 10 trains and ones cubes on each side of the place-value mat.
Now give them get into 4 different groups. Have them guess how many cubes are in each
bag. Then have them place the cubes on the place-value mat to check their guess.
3. Guided Practice:
Remind students that the digit on the left tells how many tens, and the digit on the right
tells how many ones. The visual place-value mat will help guide you to write the correct number.
(Worksheet)
Point out that the ones side of the mat means (the ones digit) and it always shows a
number from 0 to 9. If there were 10 cubes, they would be grouped to show a ten and the left side
of the place-value mat is for the tens. (Worksheet)
5. Closing:
In this lesson, you learned that if objects are in groups of ten with some left over, the tens
digit is the number of groups of tens and the ones digit is the number of leftover objects.
Day 4-
1. Review:
You have 15 marbles in your hand. You can fit only 10 marbles in the marble bag. If you
gave the 10 marbles in the bag and the 5 marbles left over in your hand to a friend, would there
still be 15 marbles? Why?
Addition. You have learned how to show numbers as tens and ones. Today you will learn
how to write two-digit numbers in new way.
2. Motivate:
Watch an interactive video called Expanded Form. Students will be able to answer
The teacher will say: “You have learned how to count by 10s and 1s, and write a two-digit
number to describe how many. Today we will take those two-digit numbers and write them in
expanded form.”
1. Explanation:
My robot friend, Gadget, can only understand two-digit numbers as tens plus ones.
Gadget wants to find how many tens and how many ones are in 46. Can we use cubes to help
Gadget add the tens to the ones so he can figure out the number?
2. Model:
Use a place-value mat to place the tens and ones on it. Write 46 on the top of the
place-value mat. How many tens are in 46? How many ones are in 46? Skip count by tens first to
find out. Write that number down on the place-value mat. Then write the number of ones you have
on the place-value mat. 46= 40 + 6. This is another way to show the number 46 as tens and
ones. This shows the tens and ones added together to make 46.
3. Guided Practice:
WTS 7 & 8 page 34 of 37
Remind the students that the digit on the left means tens and the digit on the right stands
for ones. (worksheet)
Remind the students that the digit on the left means tens and the digit on the right stands
for ones. (worksheet)
As needed, have students use cubes on a place-value mat to model each number
understand how to draw the tens and ones to make the number a new way. (worksheet)
5. Closing:
In this lesson, you learned that numbers greater than ten can be named in more than one
way and have the same value.
Differentiated Instruction:
Playing a matching game with two-digit numbers and addition problems written out in tens
and ones. Advanced matching game would be connecting two numbers to make the two-digit
number. Intervention students will work on using ten trains, ones cubes, and place-value mat to
display each number out. Then write the addition problem once the cubes and trains are place
correctly on the place-value mat.
Day 5-
1. Review:
Addition. You have learned how to count by 10s and 1s, and to write two-digit number to
say how many. Today you will learn about using tens and ones to make numbers in different
ways.
2. Motivate:
Watch an interactive video called Ways to Make Numbers. Students will be able to answer
The teacher will say: “Today we will learn about using tens and ones to make numbers in
different ways.
1. Explanation:
What do we know about ten trains? How many ones cubes are in each one? If we take
one of the trains and make them apart we will have 10 ones to put on the other side of the
place-value mat. Will we still have 24 cubes on our mat?
2. Model:
Let’s use tens trains and ones cubes to make more ways to make 24. Using the
place-value mat set out 2 tens and 4 ones. We will take one of the ten trains and break about the
train into 10 ones. These ones will be placed on the right side of the place-value mat. Now we
have 1 ten and 14 ones. And continue with this process until you do not have any more ten trains.
Use the place-value mat to write the addition sentence out just how the place-value mat looks.
3. Guided Practice:
Remind the students that they can break apart tens trains to make numbers in a different
way. (Worksheet)
WTS 7 & 8 page 35 of 37
Students may have difficulty writing addition sentences for given number. Encourage
them to use connecting cubes to build the different ways to show each number. (worksheet)
5. Closing:
In this lesson, you learned that a number can be shown in different ways by breaking apart
a ten into 10 ones.
Differentiated Instruction: Advanced students can read pictures of tens and ones to figure
out the number. Then figuring out different ways to make this number with tens trains and ones
cubes. Intervention students can use different manipulatives to create different ways to make
two-digit numbers. Keep the numbers low and have cups available to place ten objects in it to
make groups of ten.
Day 6-
1. Review:
Addition. You have learned how to make numbers using tens and ones. Today you will
make numbers with tens and ones and then use a table to make an organized list of your
solutions.
2. Motivate:
Watch an interactive video called Make an Organized List. Students will be able to answer
The teacher will say: “Today we will learn how to use a table to make an organized list of
your two-digit numbers using tens and ones.”
1. Explanation:
What do we know about ten trains? How many ones cubes are in each one? If we take
one of the trains and make them apart we will have 10 ones to put on the other side of the
place-value mat. It is very similar to what we did yesterday by writing addition sentences. Now
we are just making an organized list with a table. You will see!!!!!
2. Model:
Let’s use tens trains and ones cubes to make more ways to make 42. Using the
place-value mat set out 4 tens and 2 ones. We will take one of the ten trains and break about the
train into 10 ones. These ones will be placed on the right side of the place-value mat. Now we
have 3 ten and 12 ones. And continue with this process until you do not have any more ten trains.
Use the place-value mat to write each number on the table to make your organized list.
3. Guided Practice:
Remind the students that they can break apart tens trains to make numbers in a different
way. (Worksheet)
Students may have difficulty writing addition sentences for given number. Encourage
them to use connecting cubes to build the different ways to show each number. (worksheet)
5. Closing:
WTS 7 & 8 page 36 of 37
In this lesson, you learned that a number can be shown in different ways by breaking apart
a ten into 10 ones.
Differentiated Instruction: Advanced students can read pictures of tens and ones to figure
out the number. Then figuring out different ways to make this number with tens trains and ones
cubes. Intervention students can use different manipulatives to create different ways to make
two-digit numbers. Keep the numbers low and have cups available to place ten objects in it to
make groups of ten.
WTS 7 & 8 page 37 of 37
Artifact G: Comparison of Learning Environment While Learning Targeted Objective(s)
Math Word Wall for Topic 8 for student to use a resource throughout the topic.

Wts Entries 7 and 8 - Final-Final Entry-Corey Morning

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WTS 7 & 8 page 1 of 37

Formative Assessments are important

Saint Mary’s University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standard 7 & 8

EDUW 693 Instructional Design and Assessment

Instructor: Ryan Ourada

April 12, 2018

Selected Wisconsin Teacher Standard Descriptors

pupils, the community, and curriculum goals.

responses and other contingencies.

revision based on student needs and changing circumstances.

variation in learning styles, learning differences, and performance modes.

Dispositions. ​The teacher is committed to using assessment to identify student strengths

relation to student success, modifying plans and instructional approaches accordingly.

Self-assessment of Instruction Related to WTS and Targeted Student Learning Objective(s)

growth I specified was Domain 3: Instruction – Component: Using Assessment in Instruction-

Wisconsin Teacher Standard 8.

assessments just for doing them.

Assessment of Student Performance Related to Targeted Student Learning Objective(s)

ones and write new representations in expanded form.

pre-assessment (Artifact A—Pre-Assessment for Topic 8) shows what learning objectives

Assessment of Learning Environment While Learning Targeted Objective(s)

Assessment Conclusion and Essential Question to Guide Research

The self-assessment, assessment of student performance, and learning environment

accommodations for each of my students.

assessments serve several purposes:

● To provide feedback for teachers to adjust the learning activity;

● To identify and remediate groups or individual deficits;

increase self-efficacy and reduce the negative impact of extrinsic motivation;

● To improve student’s metacognitive awareness of how they learn;

1. It clarifies what good performance is (goals, criteria, expected standards);

2. It facilitates the development of self-assessment in learning;

3. It provides high quality information to students about their learning;

4. It encourages teacher and peer dialogue around learning;

5. It encourages positive motivational beliefs and self-esteem;

7. It provides information to teachers that can be used to help shape teaching.

It is important to develop common formative assessments as a PLC to address what Baily

progress. These included:

● What do we want students to know and do?

● How do we know they are learning?

● What do we do when they’re not learning?

● How do we respond when they’ve already learned the information?

When utilizing common formative assessments to collect data on student progress,

practices. Teachers of a common class should aim to be as consistent as possible in evaluating

who know them and understand their school environment.

Wiliam’s (2006) have done studies on peer-assessment having numerous benefits:

put more attention to detail in their work.

be more relatable than that of a teacher.

intervene at any time if need be.

Meta-analysis of studies into formative assessment have indicated significant learning

more likely to be effective”. (Wiggins, Grant, and McTighe, 2000)

confident and independently competent learning?

planning process for student achievement?

instruction for my targeted learning unit: Tens and Ones.

2. I plan to create powerful formative assessments to answer these four questions:

● What do I want the students to know and do?

● How do I know they are learning?

● What do I do when they’re not learning?

● How do I respond when they’ve already learned the information?

3. I plan to improve on giving feedback to students during Cardinal Time.

5. I plan to use multiple forms of formative assessment to check for

Research-based Action Plan

Dispositions. The teacher is committed to using assessment to identify student strengths

Bailey, K.; Jakicic, C. (2012). Common Formative Assessment: A Toolkit for

Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.

Learning". Assessment in Education: Principles, Policy & Practice. 5 (1):

Nicol, David; Macfarlane-Dick, Debra (2005). Rethinking Formative Assessment in HE:

Shepard, Lorrie A. (2005). "Formative assessment: Caveat emptor" (PDF). ETS