Assessment and Evaluation for Learning is exemplified by the following competencies:

16. Creates and selects appropriate assessments for learning

Reflection - Assessment in some ways is a necessary evil in the world of education.  No one likes taking tests; as a student I remember feeling anxious and sometimes disappointed by my performance.  As a teacher, I can now say that I experience similar anxiety for my students because I want them all to succeed.  However, the best way to ensure that the assessments are appropriate is by ensuring their alignment with the content and objectives.

Artifacts - Quiz on the beginning of Romeo and Juliet, final test for Romeo and Juliet, persuasive essay after completing Of Mice and Men (this essay is from one of our typically lower performing students) (these artifacts also fulfill NCTE standards 3.1, 3.3, and 4.10)

17. Implements assessments for learning

Reflection - I create a calendar for each of my students at the beginning of the month that explains when they can expect quizzes and tests.  According to the syllabus, I have the right to give them a "pop quiz" at any time if I feel like they are not completing their readings or being attentive in class.  However, the majority of formal assessments are scheduled and given on a regular basis.

Artifact - Student Calendar from my ninth grade class

18. Interprets and uses assessment results to make instructional decisions

Reflection - I used an informal assessment at the beginning of our Romeo and Juliet unit to measure previous knowledge.  The students completed individual concept maps on the wikispace pages and then as a class we compiled a group concept map on the board.  Based on our discussion I assessed which areas we needed to focus on and what concepts we actually did not need to cover. (This artifact also fulfills NCTE standards 4.5, 4.7, 4.8, and 4.10)