For these competencies, I chose my Instructional Materials Design Field Experiences #1 and #2 from EDCI 526. In this work, I conducted a linguistic analysis of my focus student based on classroom observations, examining his phonology, morphology, syntax, semantics, and pragmatics. From this analysis, I created instructional recommendations tailored to his unique needs. This deep examination helped me distinguish between age-appropriate developmental patterns and areas of genuine concern, allowing me to identify leverage points where my student could make meaningful progress. Refining my ability to filter out expected linguistic challenges improved my capacity to adapt instruction in ways that directly supported his development. Moving forward, I intend to continue conducting similar analyses to sharpen my ability to identify linguistic needs and design responsive, evidence-based instructional strategies.

Competency 3(d): Demonstrate ability to appropriately assess learning outcomes

Artifact: Teacher-Made Language Assessment

For this competency, I selected my Teacher-Made Language Assessment from EDCI 557. In this assignment, I identified common testing barriers faced by multilingual learners and designed assessments in reading comprehension, listening comprehension, and writing that sought to minimize those challenges. My goal was to create tools that provided a clearer, more accurate picture of students’ true knowledge and abilities. Classroom experience has reinforced for me how critical it is to design assessments with intentionality. A poorly structured or unnecessarily complex test can obscure understanding and provide misleading data. By learning to recognize and avoid these pitfalls, I am better able to capture an authentic view of what my students know and can do.

Looking back on this artifact, I see how many of the recommendations I proposed have since become natural parts of my practice. Without consciously realizing it, I now incorporate many of those strategies into the assessments I design for my current students. Revisiting this work highlights the roots of practices that have become integral to my teaching, and it is rewarding to see the continuity of growth in my assessment design.