Standard+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 pupil.
 * Standard 8**

Evidence 1:

Rationale 1: This is a formal summative assessment rubric for the video project. It assesses all areas of the project, including content and presentation. Students are given the rubric at the onset of the unit so they know exactly what a quality video includes. They are given ample time to produce a quality movie and are expected to first struggle independently, then find a peer for help, and lastly find a teacher to offer guidance.

**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.**

I use a formal assessment for this project because it is longitudinal. Students will work on the same project next year. Naturally, the content will change, but the expectation is the same: reflect on where you are now, where you want to go later in life, and what supports you will need to get there. There were a number of short term objectives throughout the process, all leading to one summative rubric.

 **8.S.2 The teacher solicits and uses information about students’ experiences, learning behavior, needs, and progress from parents, colleagues, and the students themselves.**

I have created video project rubrics with students in the past and have found some of them to be too high of a level for the skills the students have. I have difficulty balancing the fact that students are just learning about video creation with the fact that I want to be very explicit in my expectations. This year, I created the rubric with the class all together, using the verbiage that students used to make it accessible for them.

 **8.D.1 The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.**

I informally assessed students daily as they progressed at different paces through the project. However, in retrospect, I should have created a chart whereby students would self-assess their progress and pace through completion. I would be careful to not include the speed by which students progress through the project as a major factor in a reportable grade. Rather, the emphasis would be placed on the quality of the work produced. Not having a deadline looming helped students focus their mental energies on the tasks at hand rather than whether or not they could complete the final project on time.