Spring 2010
College of Education and
Human Services
Guidelines for Required Portfolio Artifact
for
Outcome 9 – Assessment: TEACHER WORK SAMPLE
Teachers' primary motive for going into teaching is to provide experiences that will have positive impacts on
students—to affect students' lives in a profound way. This assessment project is designed to help you learn
how to assess your own impact on your students’ learning.
The project should normally be completed during your student teaching internship. If you either waive this
experience or are not required to complete a student teaching internship, you are obligated to provide, in your
portfolio, alternative evidence of your impact on the learning of your students.
The steps in completing this project are as follows:
1. Complete a description of the students you are teaching, and the classroom and school setting in
which you are teaching. You may use the attached Class Profile form for this purpose (see attached).
2. Working with your mentor teacher, choose the focus for a curriculum project or unit that you will
teach for at least one week, and in which you will assess your own impact on student learning. Write
out a brief overview of the project or unit.
3. Complete a well thought out written rationale for choosing this project or unit, explaining how the
project or unit relates to students' prior knowledge, skills, and interests, and to the overall curriculum.
Get your mentor teacher's written approval for the project or unit.
4. Taking your students and the setting into account, identify and write three to five objectives
(outcomes) that students are expected to achieve through this curriculum project or unit. Write a
rationale for why you think each objective is appropriate for these students, including how it relates
to the appropriate state approved or recommended content standards. (Note: it is possible that not all
of your objectives will relate directly to the content standards.) Get written approval of your
objectives from your mentor teacher and university supervisor.
5. Write an assessment plan for how you will assess each of the three to five objectives. The
assessment plan must include a variety of assessment types to be used for:
a. pre-assessment: to determine the status of each of your students on each objective prior to or
at the start of your curriculum project or unit;
b. formative assessment: to monitor student progress during the curriculum project or unit for
the purposes of keeping students informed and adjusting instruction as needed;
c. post-assessment: to determine the status of each of your students on each objective at the
conclusion of your curriculum project or unit.
Review the assessment plan with your mentor teacher.
6. Write a detailed plan for the methods, materials, and activities that will be used during the
curriculum project or unit. (Note: Based on formative assessment and your students’ progress and
behavior, day to day plans will most likely be adjusted during the implementation of the project/unit;
this is to be expected.) Submit your plan to your mentor teacher and university supervisor for written
approval, at least one week prior to the beginning of the project/unit.
7. Conduct the pre-assessments related to the objectives listed in step 4. Make a record of preassessment results for each individual student and for the class as a whole.
8. Implement the project or unit, carefully considering the students taught, the teaching context, and
formative assessment data generated during the project or unit. Make a record of formative
assessment results for each individual student and for the class as a whole.
9. Conduct post-assessments during or soon after the completion of the project or unit. Make a record
of post-assessment results for each individual student and for the class as a whole
10. Write an in-depth reflection of your experiences in completing this project. Respond to the
following in your reflection:
a. How appropriate were the objectives for your students and the content standards?
b. What did you learn from the pre-assessment? Were there any unanticipated results?
c. In what ways did you adjust instruction based on what you learned from formative
assessment?
d. What did you learn from the post-assessment? Were there any unanticipated results?
e. What does the comparison of pre-assessment and post-assessment data say about the learning
of your students and the degree to which they met or mastered the objectives of the project or
unit?
f. What could you have done to improve your assessment plan?
g. What could you have done to improve your students’ level of mastery of the objective?
h. How does the impact your project or unit had on the learning of your students compare to the
impact you have had on student learning during the rest of your student teaching and during
previous teaching experiences? Be as specific as possible.
i. What else did you learn from this assignment?
11. Arrange with your supervisor or Seminar leader to share your reflection with other student teaching
interns. Be sure to share your analysis of the impact you have had on student learning.
12. As an artifact for Outcome 9 – Assessment, submit a final report for rubric assessment. Name the
artifact, Teacher Work Sample (if you include more than one such artifact in your portfolio, name
the first one Teacher Work Sample 1, the second one Teacher Work Sample 2, etc.). Refer to the
attached TEACHER WORK SAMPLE RUBRIC as you prepare your artifact for submission. The
artifact should include the following:
 Title Page
 Class Profile form
 Brief overview of project/unit
 Rationale for the project/unit (with signature of approval from your mentor teacher)
 Project/unit objectives, with rationale for each (with signatures of approval from your mentor
teacher and your university supervisor)
 Assessment Plan (with signature from your mentor teacher to indicate his/her review of your
plan)
 Detailed plan for methods/materials/activities (with signatures of approval from your mentor
teacher and your university supervisor)
 Chart comparing pre-assessment and post-assessment results for each individual student and for
the group as a whole
 In-depth reflection
Teacher as a Responsive, Reflective Professional: A Partner in Learning
Cleveland State University
College of Education and Human Services
Class Profile
Intern: ________________________________ Supervisor: _____________________________
Grade: _______ Subject: __________________________ Room #/Location: ______________
Please respond to all questions.
1. How many students are in your classroom?
_____ Total Number
_____ Male Students
_____ Female Students
2. What is the students’ age range?
_____ Youngest
_____ Oldest
3. How many students have the following
exceptionalities?
_____ Visual disability
_____ Hearing disability
_____ Developmental disability
_____ Emotional or behavioral disability
_____ Identified as gifted
_____ Learning disability
_____ Physical disability
_____ Other (please specify) _______________
4. How many students are in the following language
categories?
_____ English language proficient
_____ Limited English language proficient
5. With respect to the following categories, how
would you describe your students?
_____ African American or Black, non- Hispanic
_____ Asian, Asian American, or Pacific Islander
_____ Mexican American or Chicano
_____ Native American, Inuit, or Aleut
_____ Puerto Rican
_____ Other Hispanic
_____ White, non-Hispanic
_____ Other (please specify) __________________
Please respond in the space available for questions 6-13.
6. How will you become familiar with what students already know, in terms of both skills and the cultural
resources they bring to the classroom?
7. How do you plan to communicate with the parents or guardians of students in this class?
8. Is there anything about the learning environment that you think might affect your students and/or your
classroom instruction?
9. What are the most important classroom routines, procedures, rules, and behaviors established by your
mentor teacher?
10. Please explain any special circumstances existing in your classroom.
11. When you need assistance with your teaching skills or when you have difficulties with a students, with
whom do you talk (e.g., other teachers, mentor teachers/CTE, CSU supervisor, principal, professors)?
12. How are you able to coordinate learning activities with other colleagues?
13. How do you coordinate learning activities with your mentor teacher?
TEACHER WORK SAMPLE RUBRIC – Spring 2010
CANDIDATE___________________________ CSU ID___________
DATE ____________________
CANDIDATE LICENSE AREA _________________________ ASSESSOR ___________________________
Circle the description in each row which best describes the artifact. Then enter the points earned in the last column.
Possible
Points 
A
Description
of students
TARGET BEHAVIOR
10
9
All relevant characteristics are provided (e.g.
number of students, demographics, disability,
learning styles etc.)
8
7
Some relevant
characteristics are
omitted or not fully
described
B
Brief
overview
C
Rationale
for choosing
project or
unit
D
Objectives
E
Assessment
Plan
F
Plan for
methods,
materials,
and
activities
G
Assessment
results
H
Reflection
Rationale statement specifies connection
among description of students’ needs,
curriculum content, and learning objectives.
The linear relationship among these aspects is
clearly stated and convincing.
Objectives explicitly state desired learning
outcome and are logically related to the
content standard
Plan explicitly states:
Assessment instrument and procedures
congruence with objectives;
how a variety of formal and informal
activities and instruments will be used to
evaluate learning
scoring procedures, clearly written items
and prompts, and unambiguous directions
to assess pupil progress
clear and accurate method to explain and
report strategies and results to students,
administrators, parents, and other
audiences
Uses developmentally and instructionally
appropriate learning activities in several
instructional areas, including critical thinking,
problem-solving, and performance areas; plans
an array of instructional strategies to foster
social and emotional development and
creativity
Visual display of pre, post, and formative
(progress monitoring) data permits reader to
quickly and accurately interpret learning
progress
Each reflection item (see 10a through 10i) is
completely addressed and responses represent
professional growth
Rationale statement
specifies connection
among student
description,
curriculum, and
objectives, but some
inaccuracies are
present.
Objectives fairly
clearly stated and
tied to appropriate
content standards;
Plans explicitly
states four of the
five assessment plan
criteria
Close to target
behavior, but
somewhat limited in
scope
Format of visual
display of pre, post,
and formative
(progress
monitoring) data are
not clear enough to
readily inform
instruction
Each reflection item
(see 10a through
10i) is addressed
although responses
are somewhat
incomplete
Total points possible for Rows A – H above: 75
Assessment (check one):
6
5
4
Some relevant
characteristics are
omitted and some
included are unclear
Overview is clear and
explicit enough to be
implemented as
intended by those
unfamiliar with the unit
3
2
1
Many relevant
characteristics are
omitted and all
included are unclear
Overview is not
clear and explicit
enough to be
implemented as
intended by those
unfamiliar with the
unit
Rationale statement
does not specify
connection among
student description,
curriculum, and
objectives.
Statement is unclear
and unconvincing.
The intent of the
objectives is not
understandable at
all; ties to content
standards are
unclear or nonexistent
Plans inadequately
describes two or
fewer assessment
plan criteria
0
No relevant
characteristics
are provided.
Appropriateness of
learning activities not
consistent; activities do
not consistently foster
social and emotional
development and
creativity
Some data are omitted
from the visual display
and data included are
not clear enough to
readily inform
instruction
Learning activities
are often not
appropriate; little
attention to
emotional
development and
creativity is evident
Many data are
omitted from the
visual display and
data included are
not interpretable..
Very poorly
selected or
designed
learning
activities
Most reflection items
(see 10a through 10i)
are addressed although
responses are
inadequate to represent
professional growth.
Not all points
covered, some or
none covered in
depth; commitment
to professional
development is
absent
No reflection
submitted
Rationale statement
specifies connection
among student
description, curriculum,
and objectives, but
many inaccuracies are
present and the
connection is not linear
The overall intent of the
objectives is
understandable, but
objective(s) not clearly
stated and/or tied to
appropriate content
standards
Plans states three of the
five assessment plan
criteria
No overview is
provided
No rationale is
provided
No objectives
were provided
Assessment
plan does not
adequately
address the
assessment
plan criteria
There are no
assessment
results
presented
Rows A – H point total:
 Unacceptable (0-33 pts)  Emerging (34-57 pts)  Proficient (58-69 pts)  Exemplary (70-75 pts)
Continue on reverse 
Points
earned
TEACHER WORK SAMPLE RUBRIC – page 2
Please circle an appropriate cell below to indicate the extent to which the candidate had a positive effect on the
learning of his or her students during the unit or curriculum project. Then enter the points in the last column These
points are not to be included in the total points on page 1 used to assess the Teacher Work Sample Artifact as
Exemplary, Proficient, Emerging, or Unacceptable
Points 
Evidence of
student
learning
TARGET BEHAVIOR
10
9
Data indicate that majority of students are
making sufficient progress to attain the stated
mastery criterion by the conclusion of the unit
8
7
Data indicate that
some students are
making sufficient
progress to attain the
stated mastery
criterion by the
conclusion of the
unit, but some
students will not.
6
5
4
Data indicate that many
students are not making
sufficient progress to
attain the stated mastery
criterion by the
conclusion of the unit.
Attempt to adjust
instruction not readily
apparent.
3
2
1
Data indicate that
most students are
not making
sufficient progress
to attain the stated
mastery criterion by
the conclusion of the
unit and no attempt
to adjust instruction
was made.
Comments on the Teacher Work Sample provided by the candidate:
0
No attempt to
monitor and
adjust
instruction was
made.
Points
earned