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ED 301 Portfolio Assessment
(Portfolio 1) Fall '
by ASU COE
Assessment
Context
Assessments of the Candidate Portfolio will occur four times (during ED 301, during the Teacher Education Interview semester, during the senior methods block, and at the end of Internship).
Purpose
The assessment is to ascertain the knowledge of the candidate in the Conceptual Framework components and the ability of the candidate to demonstrate content knowledge, pedagogical knowledge and abilities, professional knowledge and abilities, and professional dispositions.
Assessor
The assessor will be the ED 301 instructor.
Requirements
- Create your LiveText portfolio.
- Include the following: a. Resume b. A sample lesson plan using the LiveText lesson plan template in one outcome section with a rationale justifying the placement c. Field experience narrative in a second outcome section with a rationale justifying the placement. d. Philosophy 1 e. Initiation of Policy Study (I Search)
- The minimum overall score is 6 with no unacceptables.
Organization
Content Knowledge ( Effective Communicator, Knowledgeable Scholar, Life Long Learner) Pedagogical Knowledge (Resourceful Curriculum Planner) Professional and Pedagogical Skills (Positive Supportive Professional, Student Centered Reflective Instructor, Capable Classroom Manager) Student Learning (Skilled Facilitator of Developmental Growth, Competent Evaluator)
Performance Assessment
Performance Assessment Target (4 pts) Acceptable (3 pts)
Unacceptable
Effective Communicator (1, 11%) ALP EPE
Targeted performance is evidenced by use of professional communication skills in all critiques, summaries, lesson plans, etc.
Acceptable performance is evidenced by use of professional communication skills in most critiques, summaries, lesson plans, etc.
Unacceptable performance is lack of professional communication skills in critiques, summaries, lesson plans, etc.
Knowledgeable Scholar (1, 11%) NCATE
Targeted performance is evidenced by strong content and pedagogical knowledge in all professional endeavors.
Acceptable performance is evidenced by moderate content and pedagogical knowledge in all professional endeavors.
Unacceptable performance is lack of content and pedagogical knowledge in professional endeavors.
Lifelong Learner (1, 11%) ALP EPE
Targeted performance is evidenced by documentation of active participation in professional organizations and extensive reading of professional materials.
Acceptable performance is evidenced by documentation of membership in professional organizations and some reading of professional materials.
Unacceptable performance is evidenced by lack of documentation of membership in professional organizations and lack of reading of professional materials.
Student Centered, Reflective Instructor (1, 11%) INTASC2.E NBPTS1.
Targeted performance is evidenced by lesson plans with reflective analyses that exhibit strong knowledge of content, pedagogy, and professional skills to assess, monitor, and make appropriate adjustments to have a positive effect on all learners.
Acceptable performance is evidenced by lesson plans with reflective analyses that exhibit knowledge of content, pedagogy, and professional skills to assess, monitor, and make appropriate adjustments to have a positive effect on all learners.
Unacceptable performance is evidenced by lesson plans which lack reflective analyses that exhibit the use of instruction to assess, monitor, and adjust lessons to make a difference in student learning.
Capable Classroom Manager (1, 11%) ALP EPE
Targeted performance is strong evidence of the management of time, materials, resources, and the classroom to maximize instruction for all learners.
Acceptable performance is evidence of the management of time, materials, resources, and the classroom to maximize instruction for all learners.
Unacceptable performance lacks evidence of the management of time, materials, resources, and the classroom to maximize instruction for all learners. Skilled Facilitator of Developmental Growth (1, 11%) ALP EPE1.
Targeted performance is strong evidence of the use and knowledge of age and developmentally appropriate materials to accommodate the needs of all learners in all teaching
Acceptable performance is evidence of the use and knowledge of age and developmentally appropriate materials to accommodate the needs of all learners in most teaching
Unacceptable performance is lack of knowledge or use of developmentally appropriate materials to accommodate the needs of all learners in teaching strategies and
strategies and lesson plans.
strategies and lesson plans.
lesson plans.
Competent Evaluator (1, 11%) ALP EPE
Targeted performance is evidenced by the extensive use of a variety of assessment tools and techniques to evaluate and plan instruction for all students.
Acceptable performance is evidenced by the use of assessment tools and techniques to evaluate and plan instruction for all students.
Unacceptable performance is evidenced by a limited use of assessment tools and techniques to evaluate and plan instruction for all students.
Standards
ALPE PE.
PREPARATION FOR INSTRUCTION Effective teachers plan carefully for instruction. That planning includes selection of both goals and objectives to be accomplished, identification of creative, innovative activities to accomplish the objectives and accommodate differences in learners, and preparation of instructional resources to support learning. Preparation for instruction also includes planning for the use of appropriate and effective strategies and practices in teaching and learning with technology.
AL PEPE.1.2 STANDARD: Identifies Various Instructional Strategies
AL PEPE.1.3.
selects and uses resources appropriate to student differences (ability, achievement, interests, learning styles)
ALPE PE.
ASSESSMENT OF STUDENT PERFORMANCE Effective teachers skillfully evaluate student performance and use assessment results to improve their instruction. They are expert in measuring student progress, providing feedback about performance to students and reporting student progress to others who need to know.
