Running head: ARTIFACTS FOR DOMAIN B 1

Artifacts for Domain B

Brittini Wade

National University

June 20, 2019

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Rationale for choosing artifacts for Domain B

Assessing student learning is one of the Teacher Performance Expectations. My first

artifact I chose to put into my PDQP is a reflection on a Smarter Balanced Performance Task that

I assigned to my students. The performance task is from Inside Mathematics and is titled Party.

This was a culminating task that would show their conceptual understanding of the different

concepts we had been reviewing for various functions. For this assessment review, I list out the

specifics for the task and discuss the different score results for each student. I analyze the results

and then discuss the implications needed for further math instruction. This is a great way to

reflect and understand assessment results to then move forward in deciding what needs to happen

in future classes.

The second artifact I chose is called a Student Action Plan that we implement each year at

our school. We identify any students who may need extra support in the classroom and who do

not have a current IEP. We use assessment data from multiple sources and then compile it onto

one page. We have different times of the year that we reflect on the results and discuss how we

will move forward to help support our students. The Student Action Plan follows the student

each year so every teacher will be able to review the previous year’s results and gain more

knowledge on how to help that particular student.

The third artifact I chose for Domain B is a version of a formative assessment that I use. I

teach older students who mostly all have access to a smartphone or tablet. Flipgrid is an

educational website where a teacher creates a group and the students join that group. Then the

teacher poses various problems, not necessarily just math questions, and the students get to take

a video of themselves or their work. They get to explain the problem and then have a chance to
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view their peers’ videos as well. This is a fun way to see if the students are grasping the concept

and a great way to include technology in the classroom.

The fourth and final artifact I chose is a Depth of Knowledge Chart which I think is really

useful when teaching a math class that has varied student abilities. This particular DOK chart is

one that I created for understanding slope-intercept form and categorizes tasks according to their

complexity. It helps to make sure that students are thinking deeply on a daily basis no matter

what level they are at. Together, these artifacts showcase how I assess my students regularly.