Descriptive

The first artifact is a journal my 6th-grade EL students used to document their daily reading of the book Wonder by R. J. Palacios. During the third quarter, twenty minutes from each class session were allotted for quiet reading time. Students read a chapter from Wonder each day (typically 1-3 pages in length), then wrote a journal entry about the chapter. The journal was designed to document daily understanding of the adopted 300-page reader selected for the spring semester BookClub established by the ELA teacher. The journal worksheets were collected and assembled as a single product. For TEP, I used the data from one student to focus on how one student progressed through the book, one chapter at a time. The data sample covers roughly 50 pages (82-136). Each journal entry was a visual organizer to help the instructor see if the students understood the story's content and the language used to tell the story. 

Wonder may be an appropriate book for 6th-grade students in the U.S., but it is filled with slang, idiomatic expressions, metaphors, and language that does not translate literally. Google Translate frequently interpreted the content from Wonder incorrectly.

The second artifact was an exit ticket for my first evaluation cycle lesson. The lesson was designed for 6th grade ELA students and used the Spine Story idea to show how stories are composed of parts. I used the template to read a personalized story about my ELLs. I showed them how I used the template, starter phrases, and creativity to write a story. I encouraged them to do the same and add creativity to personalize the details. Corrections for grammar, spelling, sentence structure, and semantics, are highlighted in yellow. Students can write a story through the logical and sequential arrangement of information and ideas. The evidence shows competency in using a visual organizer to guide ELLs through a comprehensive set of UKDs that reveal levels of understanding related to content and language which inform my teaching.

Analytic

I chose to use a two-week segment from the Wonder journal because it shows assessment data for an extended period. I consistently, systematically, and strategically sought and collected information related to student learning, mainly in performance tasks. The assessment data would provide clues to articulate their level of understanding. This was my most significant attempt to use assessment data to inform my teaching. However, the assessments did not always render the outcomes or findings I anticipated. Instead, they revealed serious flaws in the curriculum and the instructional policies that ultimately prevent students from having the optimal learning experience they deserve.

I wanted to use data to inform my teaching to make strategic adjustments to improve or enhance my teaching. Using assessments and action research to inform instruction in higher education is expected. In K-12, it’s far more complicated because teachers have limitations on what they can do. I wanted to teach and be engaged in scholarship, but as an ESL instructor, my role requires me to be more of a language coach and counselor. I tutor students, but the current policies and structures will not allow me to teach whole classes like subject area teachers.

Since heightening student success is my goal, I need to be more concerned with reminding students to stay caught up with their academic work and encouraging them to devote more time to their studies. Motivating ELLs to be high-performing students and maintain good grades is a significant part of my role as an ESL instructor. The selected evidence reflects my use of assessment data to meet students’’ learning needs and guide me, the instructor, in providing them with an optimal experience while preparing them and motivating them to take full advantage of their educational opportunities. The selected evidence reflects my use of assessment data to document and provide feedback on student learning

Reflective

Based on the evidence selected, my strengths in using assessment data begin with my ability to interpret data beyond the obvious facts. For example, when one of my ELLs does poorly on an assessment, I can usually tell, through observation, that something else is factoring into the situation. I strategically design assessments to inform my teaching, but I am often surprised by how much more I gain through keen observation and awareness.

I have begun to record these field observations in a text-to-self app with a voice-to-text function that makes documentation easy. When I reflect on my ideas, inspirations, and revelations, I can see how using data can inform my teaching. I am also aware that there are many other factors.

I believe there will always be room for growth in my use of assessment data. I will address these deficiencies through experience, discernment, and practice. These factors will enable me to cultivate a solid foundation for designing practical and effective assessments to inform my teaching and better understand my students' learning needs.