One of my goals for my student-teaching experience was to utilize as many different types of assessment as possible. When I was in school I was always a good test-taker, but I knew that a lot of students weren't, and struggled with traditional tests. This was true with my students as well; many of them would do really well during class discussions and activities, but would seem to blank on quizzes and tests. I tried to use a mixture of multiple-choice, fill-in-the-blank, matching and essay questions when I gave a test on DNA. When it was time was to assess their learning after the Genetic Engineering unit, I tried to combine a lot of different elements into a research paper. Students picked a genetic disorder and had library and computer lab time to research and answer a list of questions I provided them with at the start of the assignment. Since the SOLs tend to place a lot of importance on DNA, it was important to me that my students gained a thorough understanding of DNA and current DNA technology. Some days when there were no formal activities to turn in for a grade, I gave my students participation points, because I found that a lot of them would get off-task if they didn't think that a grade was riding on their work. I thought that by using a variety of assessment strategies, including quizzes, reflections, brochures, drawings, coding activities, worksheets, posters and a formal paper, it would help to reinforce the concepts with the students. After the completion of my six-week unit plan on DNA and Genetic Engineering, I wrote an assessment of my teaching and my students' learning. I also had my students assess my teaching and offer suggestions for me for my future classes.

When I conducted my Prior Knowledge Investigation during my fall placement, my students knew how they were to be assessed before starting the assignment. By making my expectations of them clear from the beginning, I received high quality projects that met all requirements. I was worried that seventh graders might get out of control while working candy and food, but I had no problems at all; in fact, all of the students worked diligently to create a really nice product that they would be proud to present to the class.