The artifact I chose to successfully represent Standard Seven: Assessment was a type of selfassessment I composed.

This assessment followed a summarize-evaluate-reflect format for a weeks worth of activities I facilitated in my practicum classroom. The self-assessment broke down a weeks worth of project-approach activities by separating each individual activity. First, I summarized a description of the activitywhat the goals of the activity were, what the children did, and what I did as a facilitator. Next, I provided an evaluation of how the activity went with specific data detailing whether or not the goals of the activity were achieved and included a picture of the activity. Finally, I provided a reflection that explored why things went the way they did, my overall opinion of the activity, and what could have been done different in the activity to make it more successful. I selected this particular artifact to address this standard because I felt that it was an accurate portrayal of the essence of Standard Seven. The process involved in creating the artifact required me to do a great deal of assessment on my students determining what level of knowledge and skills they were demonstrating during the activities. I believe this artifact meets the criteria addressed in the standard. Furthermore, I believe the process involved in constructing the final result of the artifact demonstrated my abilities as a teacher to meet the criterion listed for the Standard. The S-E-R (short for summarize, evaluate, and reflect) document successfully encompasses the essence of an assessment because it includes factual information about the activity citing specific quotes and behaviors the students provided during the lesson. In an effort to monitor student progress and evaluate student outcomes during the pumpkin project, I used the S-E-R format to keep track of the activities completed as well as evaluate not only the student but my own performance as well. Ive effectively done this by including data and then interpreting it in the evaluate and reflect sections. For example, on 10/31/2013 I stated that the students seemed interested in this activity as multiple students kept coming up to the wall saying measure me next, I want to see how tall I am. Including specific quotes from the actual lesson then later reflecting on how those quotes and behaviors represented the effectiveness of the lesson was one way I showed assessment through this artifact. This artifact exemplifies Knowledge Indicator B because it in itself is a means of monitoring student progress within the pumpkin unit and assessing what they know and can represent during the activities. Furthermore, this artifact examines how students learn; specifically on 11/01/2013 in the summarize section where I state the students observed the experiment, and, at one point, were able to feel the pumpkins and decide whether they were heavy or light, explicitly stating how the students showed learning in this activity. This artifact also addresses Performance Indicator D as these are meaningful, daily records of the students activities and their performance during these activities. These daily logs contain summaries with factual statements of exactly what happened during the activity; for example on 10/31/2013 I state I had the students stand against the wall of stacked pumpkins and marked off their height in relation to the stacked pumpkins. Furthermore, these daily logs contain a record of the student performance seen evident on the same day (10/31/2013) when I state the students were able to correctly recall how many pumpkins tall they were by looking at the wall and counting up in relation to their marked off height. My Summarize-Evaluate-Reflect documentation represents my growth as a novice teacher because it shows my efforts to analyze my lessons in a way that breaks down exactly what happened during the lesson, whether or not the goals of the lesson were met, and why I believe the lesson resulted in that particular way. This process demonstrates an understanding of my

performance as a teacher in relation to the effectiveness of my students ability to complete activities and meet goals and expectations set for these activities. By completing this process I am becoming more aware of what teaching practices work and which need to be reassessed to become more effective, which is a crucial element of growth development in my teaching.