If you have not already done so, take a moment to set up an Evernote account for your Practice and Research Portfolio and complete the following:
- Log into your Evernote account
- Choose one artifact from the course to add to the research component of your Research and Practice Portfolio.
- Choose one artifact from this course to add to the practice component of your Research and Practice Portfolio.
Once you have entered the artifacts in your Research and Practice Portfolio, take a screenshot of each, copy and paste them into a Word document, and add a brief explanation of why you chose these artifacts. Submit the document to your instructor.
This activity will be assessed by your instructor using the Portfolio Activity rubric. https://my.uopeople.edu/pluginfile.php/281181/mod_book/chapter/197498/PA-Binary_Rubric.pdf
1. Assessing your teaching effectiveness. (n.d.). British Columbia Institute of Technology. https://www.bcit.ca/files/ltc/pdf/ja_teacheffect.pdf
- ‘Assessing your teaching effectiveness’ is a straightforward guide to help teachers assess their effectiveness.
2. Bovell, M. (2014, February 4). Using student assessment to improve teaching. Australian Council for Educational Research (ACER). https://rd.acer.org/article/using-student-assessment-to-improve-teaching
- ‘Using student assessment to improve teaching’ in this article the author examines how monitoring the learning progress of students also enables teachers monitor and improve their own teaching.
3. DuFour, R. (2014). What is a professional learning community? Educational Leadership. http://www.allthingsplc.info/files/uploads/DuFourWhatIsAProfessionalLearningCommunity.pdf
- In ‘What is a professional learning community’ the author the benefits of professional learning communities (PLCs).
4. Marshall, K. (2018). In praise of assessment (done right). Marshallmemo. https://marshallmemo.com/articles/Assessment%20March%202018.pdf
- ‘In praise of assessment (done right)’, the author argues that assessment ‘done right’ helps teachers improve learning in real time.
5. Owen, S. (2014). Teacher professional learning communities: going beyond contrived congeniality toward challenging debate and collegial learning and professional growth. Australian Journal of Adult Learning, 54,(2), pp 54-77. https://files.eric.ed.gov/fulltext/EJ1033925.pdf
- ‘Teacher professional learning communities’ offers valuable insights about nurturing more learning-focused PLCs, with significant benefits for teacher professional growth and ultimately for student learning.
6. Rethinking classroom assessment with purpose in mind. (2006). Western and Northern Canadian Protocol for Collaboration in Education. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
- In this Unit you may need to review Chapter 4, ‘Assessment AS Learning’, pp 41-54, and
- Read Chapter 7, ‘Building Capacity for Enhancing Classroom Assessment’, pp 75-81. This chapter analyzes how effective professional development occurs in a) daily attention to classroom assessment practices, b) assessment study groups at school, c) assessment learning walks, d) assessment collaboration, etc. It also argues that the aforementioned professional learning practices require effective leadership in schools and districts.
7. Timperley, H. (2009) Using assessment data for improving teaching practice. Research Conference. Australian Council for Educational Research (ACER). https://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conference
- In ‘Using assessment data for improving teaching practice’ the author argues that teachers can improve their teaching practice by using assessment data.