by Connie Cave

Connie Cave's Secondary Education Portfolio

Assessment and Evaluation

Student Work Samples-Ollie

Ollie was a student who needed to test me at the beginning of our classroom relationship.  Ollie is a talented young man, but his grades didn't reflect his ability level.  His grade was just above failing at the beginning of my time at the school.  Ollie was a student who had a lot of firmly held political points of view which made him a very interesting student to have in a civics class.  Ollie was also one of the few students who would be willing to challenge his teacher's point of view in discussion.  

Ollie's work habits didn't match his talents.  This became apparent when he had quite a verbal outburst when asked to take notes on the video that was being shown.  He indicated that he he didn't like notes and wasn't going to take them.  He was countered with, then please understand that you are choosing to not do well on your next test.  He didn't like hearing that he would be tested on the material from the video, and he had another verbal outburst.  I asked him to meet with me after class and we had a discussion about respect.  Ollie made his apologies to me, and I have to admit that his work began to improve from that day forward.  He started doing his homework consistently, his homework improved in quality, and he began studying for tests(see the highlighting used in study). The end result, of course, was that he was able to dramatically improve his grade.  He went from a D- to a solid C for his final grade in that class. 


Student Work Samples-Shanna

Shanna, was a student of mine in American History and in Civics.  When I arrived mid-semester Shanna was receiving E's in both of her classes. Shanna's history according to the computer program indicated that there were a great many missing assignments.  Shanna's obviously a young woman with intellectual talents. This was readily apparent in the classroom and in one-on-one discussions.  Shanna had, for whatever reason, painted herself into a corner with respect to grades.

This I viewed as unacceptable and began having discussions with her and with the classes in general about how we could work as a team to get the grades up for everyone and especially for those on the bottom.  The students, including Shanna, understood this was something I was making a priority.  I think this gave Shanna hope of being able to turn the grim situation around.She began to work exceedingly hard at doing well on whatever assignment and test she was given. Shanna put out extraordinary effort in both civics and history to turn this around.  She did slip a couple of times with lateness, but she no longer viewed failure to turn in her work as an option. 

When I started working with Shanna she had 14 missing assignments.  She added only one more during the time she was trying to get caught up. She was late with only one of her assignments. Shanna was able to pass Civics class raising her cumulative score by over 20 percentage points. Shanna raised her history grade by over 12 percentage points but missed the passing mark.  She will be able to take just one short three week summer school class and then she will be able to move into junior college as she had planned

Student Work Samples-Charlyn

Charlyn was a student that I would have guessed from the outside to be an A student.  She had an excellent attitude and worked diligently on each and every assignment.  She was also extremely neat and very artistically talented. (see her flow chart  provided).  She had no missing assignments.  When I checked her grade she was showing an average of a C.  This seemed very inconsistent to her work ethic and her level of talent.  She had indicated that she was working hard and wanted to finish her senior year "on a good note."  

Charlyn did fairly well on the first two unit tests.  She indicated she felt she could have done better.  She also had to miss the study guide day for both exams, so on the second exam, she was allowed to retake her test and did show a significant improvement. Charlyn was showing consistent improvement and then she got into another period of over commitment and fell behind.  Her visits to colleges and even a family vacation, but her behind in her work. She also did not do well on the third unit test.  Again, because she wasn't there for study day, she was allowed to retake the test, but could not improve her grade.  Charlyn did manage to raise her grade to a B, but she couldn't achieve the A with her busy schedule and subsequent missed class time. 


American History Portfolio Rubric, American History Report and Source Lesson Rubric

Please consider my rubrics attached below. They were designed to assess  portfolio projects assigned  in my American History classes during my student teaching assignment.

My rubrics were a huge challenge for me as I had a wide range of student ability in my classes.  Two of my history classes were collaborative and I had 5-6  students with special needs in  each of those classes.  Making a design that allowed for differentiation was very much a challenge.  I  addressed that need by allowing the 60% mark  to cover the basic completion of the basic assignment. My collaborative teacher was supportive in my grading of "her students," so  I feel the basic needs were addressed by these two rubrics.
Once designed they did allow for a simple, speedy, and hopefully fair evaluation of the assessment.  The report rubric was weighted heavily for proper source documentation since  we had spent class time on proper source procedure. We had gone to the library for a formal lesson from the librarian.  In addition each student was provided with a sample sheet of source documentation using APA style.  The librarian introduced the students to that they were allowed to use to insure consistent APA style. 

There was in  each case a requirement that each student give a short oral presentation as part of the requirements.  The evaluation of these presentations was limited to those who did present and those who opted out. Most of the students seemed to enjoy their presentations. Several students said they understood different topics better after the presentations. The presentations were, by all indications, an effective teaching strategy. The students enjoyed learning from one another!


A Record Keeping Form

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