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Standard 8

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**Standard 8** The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
 * Teachers know how to test for student progress.**

**Co-Op classes for GM ASEP, electronic documentation of professionalism in the workplace.**
 * __Evidence 1: __**

 In the Co-Op classes for GM ASEP, I use electronic documentation to assess student participation in learning activities while in the internship portion of GM ASEP. The grading standards for this and the rubrics were developed and documented in WIDS (Worldwide Instructional Design Software), the standard curriculum development software used in the Wisconsin Technical College System. I support the internship or Co-Op classes and deliver information to the students for these off-campus classes via Blackboard. I also use Blackboard for my grade book, which allows students to have instant feedback as to their progress in the class.  Here is the WIDS document showing the Performance Assessment Tasks summarized into a Word document.
 * __Rationale 1: __**

And this is a screen capture of one of my Co-Op classes on Blackboard, showing the gradebook feature.

In this picture, I had to manipulate the image to only show a portion of the screen so that the students names were not visible; but one can clearly see the class, gradebook label, student name columns and headings for items that are kept track of such as worksite professionalism and GM Web-Based Training requirements.


 * __KSD: __**

8.K.2 The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.

 Sometimes it takes many attempts through the course of several years to find the right blend of assessment strategies for a given class or situation. What you see in the examples I have provided took a number of revisions and tweaks to find a balance. The choice of what assessments to use wasn’t necessarily aided by technology, but the synthesis and delivery of the Performance Assessment Tasks document certainly was.

8.S.2 The teacher solicits and uses information about students’ experiences, learning behavior, needs, and progress from parents, colleagues, and the students themselves.

 In the Performance Assessment Tasks document above, one can see the use of several different assessments to gauge student progress. One of the major assessments for the students is an evaluation rubric completed by the students’ mentor in the workplace. This provides a valuable discussion tool for the instructor, student, service manager, and mentor to cultivate dialogue and open feedback regarding student behavior, performance, and growth.

8.D.1 The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.

<span style="background-color: #ffffff; font-family: 'Comic Sans MS',cursive;"> Throughout the two-year, Associate Degree program I use the same format for assessing student progress in all four of the Co-Op classes. This standard format allows students and worksite mentors and service managers to become comfortable with the requirements and expectations of the program. Within those Co-Op classes, some assessments are cumulative, while others are summative. Such as week work log documentation and worksite training record (cumulative) vs. the professionalism evaluation (summative).

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