ISTE Artifact 9

Artifact 9 in Support of:

Criteria 19: Facilitate and guide learning as students take ownership of their learning goals.
2.6.a | Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

Criteria 22: Model and nurture creativity.
2.6.d | Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

Criteria 23: Provide alternative ways for students to show competency.
2.7.a | Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

Criteria 24: Use assessment data to inform and guide instruction based on individual student needs
2.7.b | Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

Criteria 25: Provide opportunities for students to reflect on their own learning data.

2.7.c | Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.


My learners are college juniors and seniors enrolled in a multimodal* career and professionalism course for communication majors that met twice a week on Mondays and Wednesdays for fifteen weeks. For this artifact, their learning goals directly apply to their career goals: learning the necessary skills to begin the career of their choosing upon graduation. I created a series of personal reflections and inventories from which students could choose to complete ten. I provided feedback in the form of comments using Microsoft Word. When I discovered my learners were struggling with the written component of the reflections and career analysis project, I used assessment data to provide a more guided approach to writing and step-by-step written instructions. Teaching a class of creatives also afforded me the opportunity to model creativity through engaging in-class tasks, but also to nurture their creativity with lessons and alternative ways of showing competency. Students also reflected on their learning data throughout the first few written assignments and as the final assignment of the semester.   

*  multimodal: students may attend class in-person, synchronous Zoom, and asynchronous 

A comprehensive slideshow in support of Artifact 9