Artifact Six

REFLECTION/RATIONALE FRAMEWORK: Standard #5 Educators implement effective practices in areas of classroom management, planning, instruction, assessment, evaluation and reporting

Artifact: Narrative Rubric

Context	This artefact represents a method of assessment that I used for my students. This rubric was made and shared with the students prior to them starting their own narrative. It was used to show students what was required when they wrote their own narrative and students could use it as an assessment as. Students also were able to use the rubric to help a friend assess and improve their work and after students self assessed I used the same rubric to mark the narratives.
Detailed Observations	Students were on task during narrative writing and sharing the rubric led to not having any major classroom management issues. Students were on task because they knew what was required of them and using an example showed them what a good narrative should look like. Students also could improve on their narrative while they wrote using the narrative rubric as a guide so there was also a high level of student achievement. Students were also not surprised when it was my turn to assess and return their marks because they already had a pretty good idea of where they fell on the rubric.
Linking Theory with Practice	From my assessment class at the university I learned that it is important to include assessment as, for, and ofs to help student achievement. I saw hoe this was demonstrated in using a rubric. By giving students the opportunity to see how they are being assessed before, and while, they work on a product students can achieve a higher level of success in their final product. It is also important for students to have the opportunity to review and revise their work after receiving peer or teacher feedback. Using this rubric provided opportunities for students to do all of these things.
Interpreting Causes and Effects	There were a few different outcomes to this activity. Some students were very interested in using the rubric and made sure to read each requirement for the assignment. Other students did need quite a bit of assistance with the rubric because it was a new format, but I believe that with more practice using this assessment model all students would be able to use it effectively. Using the example and marking it with the whole class was a very valuable aspect of sharing the rubric with the students because they had a good example to measure their own writing against even if they had trouble using the rubric at first. Students felt more pride in their narratives because they were able to see where it fit on the rubric, and they could add more or change it to move it to exceeding territory.
Self Assessment and Professional Planning	This artefact provides a good representation of the knowledge, dispositions, and performances of Standard #5. I learned from using this form of assessment that it needs to be explicitly taught to the students on how to use the rubric, but once they understand it is very effective. I will definitely continue to use rubrics in my assessment practices and I believe that using this form of assessment and sharing it with students also helps with classroom management, instruction, evaluation, and reporting. In the future, once my students are comfortable with using the rubric for assessment, I would really like to have students involved in creating their own rubric for assessment, or creating one as a class. I think that would help make students take even more control of their own learning, which is important for assessment.