Mandy Pisciotta

Professor Suk
EDUC 230-01 Education Field Experience
Spring 2016
Rationale Statement- Standard #6
Statement of Standard Six- Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their
own growth, to monitor learner progress, and to guide the teachers and learners decision
making.
Name of Artifact: Lesson Assessment
Date of Artifact: Spring 2016
Course: Education Field Experience EDUC 230-01
Rationale Statement:
The artifact assigned was to create a lesson assessment. This lesson assessment has to
deal with a lesson on personification and onomatopoeia. I created a worksheet that dealt with the
two types of figurative language in song so that the students could have more fun with the
assessment, especially when going over the answers. This lesson assessment correlates well with
Essential Knowledge 6.1 The teacher understands the differences between formative and
summative applications of assessment and knows how and when to use each. The reason that
this assessment correlates well with this standard is because I created this worksheet as a
formative assessment. While it was graded, it was only an eight point homework assignment
with extra credit, designed as a simple assignment to help slightly boost the students grades for
the end of the marking period. Since this was a new lesson, it would not have made sense to
create a summative assessment for the students at this time.
Creating this artifact helped me to realize how much time and effort it really takes to
come up with lessons and create assessments for said lessons. Since I was dealing with figurative
language in song lyrics, I had to create my own worksheets to go along with the lesson. For this

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particular worksheet, which happened to be homework for the students, I needed to find four
examples of personification and four examples of onomatopoeia in songs that were not already
used in the classwork or the examples in the power point. Additionally, I had to make sure that
all of the songs used were appropriate for sixth grade students. This assignment in general made
it easy to understand how much time it really takes to prepare for a lesson. This assignment itself
took about 40 minutes to create, on top of the creating of the actual lesson plan, the in class
worksheet, which took about 30 minutes to create, and the presentation to go with the lesson. All
in all, the creating of this lesson assessment made it clear that time and effort is extremely
important in becoming a teacher.
I will absolutely use this assessment in my future classroom. If I end up teaching in a
middle school, this assessment will be useful in teaching the students for the first time what the
different types of figurative languages are. However, this assessment can also be useful in a high
school classroom. If I am lucky enough to teach a creative writing class, this assessment will be
an easy and fun way to review the different types of figurative languages at the beginning of the
year. Looking back on my high school experience, many students in my English classes over the
years did not remember the different types of figurative languages and could have used a review
of them at the beginning of the school year. So while the actual lesson is designed for middle
school, it can also be used for an easy lesson to help refresh the minds of high school students.
Reference
Professional Development in New Jersey. (2014, August 4). Retrieved from New
Jersey State Department of Education:
http://www.state.nj.us/education/code/current/title6a/chap9c.pdf