Professional Development Plan & Portfolio - Frankel

         In regards to my portfolio, I would like to make a few comments on my storying data project which I believe to be my strongest work. Although Professor Ardito appreciated the fact that I raised more questions than I did answer them, I would edit this project so as to address more of the questions that I had asked. It would require further analysis of a wider range of data on schools and student scores but I think it would be interesting to address these questions and issues. I would also consider redoing the analysis to include two other schools that are low and high-needs but with a much larger population size to see if the same trends I discovered would still apply. I have attached this assignment here*  charli frankel - storying data project .docx

      For the critical analysis of state vs classroom assessments assignment which I also to believe one of my stronger pieces of work for this class I have come to a realization after reviewing it for the portfolio. According to my analysis of each type of assessment, I believe it would be most beneficial for my students if my classroom assessments aligned more with the questions asked on the chemistry regent. The content that the questions involve is the same however the formatting or rather the way I ask the questions is completely different than those on the regent. I think this discrepancy in formatting/wording is what may contribute to lower scores on regents-based questions and mock-regents. A deeper analysis and comparison of questions I produce and regent’s questions would be necessary to address this. I have attached the assignment here * Frankel Critical Analysis of State and Class Assessments

          Looking back at my first assignment, I mentioned a few areas for improvement regarding giving and using assessments to inform instruction. One issue I had was students coping other students’ work. How I plan to reduce this is to create worksheets on google forms rather than on printed handouts. Creating them on google forms allows me to easily create multiple versions of the same types of questions and it also allows you to randomize the order of the questions for each student. I expect and hope that this will serve to reduce the amount of copying that occurs amongst my students. Also, to ensure students are not simply copying work, a small 3 question quiz will be given at the end of each week in class that summarizes all we’ve learned throughout the week. If there is any discrepancy between how they did on the worksheets vs the quiz, it will indicate if they were copying answers for the worksheets. I believe this will be a better system for reducing this issue. Another weakness I discussed was providing better feedback on my student’s work. After taking this class I see that it may be a bit easier if work is submitted electronically. For the upcoming year, I intend to give most of my assignments online (which I wasn’t able to do last year because of lack of technology). I can easily highlight or edit their work (insert suggestions) and this would be easier to do on a computer than to physically write in all of my comments on a sheet of paper. If I make suggestions, students can then go back and edit their work and resubmit it. In their work, Hattie and Timperley say that “feedback is information with which a learner can confirm, add to, overwrite, tune” (2007). It is important not only that they receive the feedback, but that the students be able to use and apply this feedback in order to create work that incorporates this feedback and demonstrates greater understanding of the task. I can also add in links to articles or videos where students may obtain more information about the topic or perhaps tutorials for specific calculations they need to do. I think this would provide for a much better learning experience for my students. It is said that the gap between what we want students to understand and what they currently understand “may be reduced through a number of different cognitive processes, including restructuring understandings, confirming to students that they are correct or incorrect, indicating that more information is available or needed, pointing to directions students could pursue, and/or indicating alternative strategies to understand particular information” (Hattie & Timperley, 2007). This is my plan for the issues I have previously addressed as weaknesses and hopefully my corrections will provide better outcomes for my students. One thing I still consider to be a weakness is differentiating exams for my students in my ICT courses. I hope to collaborate more with my co-teacher who is certified in special-education so that end of marking period assessments (exams) are more aligned to the students learning styles and needs and can better gauge their levels of understanding of the content and material.

          Given that this year I will have access to more technology in my classroom, I plan to implement these updates into my instruction so that assessment serves to be less of an obligation or interruption but rather a way to help myself and my students. I plan to work more closely with the computer tech at my school so that I can create great platforms for my students to work with. I intend to take more advantage of the other science teachers that I know for guidance, advice, and feedback on my own instruction and work in the classroom. I also find that it would be helpful to have a colleague in the English department observe my classroom to help me in understanding how to better aide students in producing more coherent, concise, and grammatically correct scientific writing. A humanities outlook to things may provide some interesting insights for me and my instruction.


Hattie, J., & Timperley, H. (n.d.). The Power of Feedback. Sage Publications. doi:10.3102/00346543029848

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