Standard+B4+Uses+appropriate+assessment+techniques+to+measure+and+report+student+learning

**Evidence/Activity/Anecdote:**
All of the units and lessons that our team plans are directly tied into the standards and benchmarks. We continually ask ourselves, “What do the students need to learn.” To measure and report student learning, I utilize multiple sources of information in my classroom. I use **anecdotal notes** that help accurately report the student’s strengths and weaknesses to the student and to the parents. The notes are a good record of progress a student makes throughout the year. Especially in reading and writing, they are a good record of what I have talked with the kids about in their conferences. This is actually the first year where I have tried to be consistent with keeping the notes. Normally I have great intentions at the beginning of the school year, and the note-taking fizzles out. For reading and writing conferences, it worked great with ESOL. I had two clipboards on my desk, and Becky would take one and I would take the other. After we met with the kids we would jot notes down. Then she could see what I’ve spoken to a child about and vice versa. I also use **teacher and student generated rubrics** that clearly spell out the expectation of an assignment and project. I am getting in the habit of showing the rubrics before we even start a draft or a project. That way kids know what I want. Third grade students complete self-assessment at the end of units. It is very powerful for a student to reflect on his/her learning. The self-assessment piece is working well because I give students the exact same rubric I use.

Evidence for this standard is a tracking sheet of mine; ATLAS that has unit plans and how the assessments are tied into the standards and benchmarks; and my reports on Powerschool.

ATLAS website

Powerteacher