The teacher understands and uses formal and informal methods of formative, interim, and summative assessments; adapts assessment instruments and processes to meet special needs; uses assessment results evaluatively to monitor student learning and measure growth; and uses assessment results diagnostically to inform the teacher’s and student’s decisions about the next steps in the learning path.
| Components of Standard III-C |
DESCRIPTORS OF EACH PERFORMANCE LEVEL | |||
| Ineffective | Developing | Effective | Model | |
| III-C-1: Assessment Criteria |
Does not develop learning objectives and targets. Does not explain to students the criteria and performance standards by which their work will be evaluated. | Identifies clear learning objectives and targets for some units of study. Sometimes explains to students the criteria and performance standards by which their work will be evaluated. | Routinely identifies clear learning objectives and targets for each unit of study and shares them with students. Routinely explains to students the criteria and performance standards by which their work will be evaluated. | Consistently identifies clear learning objectives and targets for each unit of study, shares them with students, and asks students to restate the targets in their own words. Consistently explains to students the criteria and performance standards by which their work will be evaluated, involves students in discussing the performance standards, and sometimes invites students to help establish the criteria for assessing their work on specific tasks. |
| III-C-2: Monitoring of Student Learning | Does not demonstrate knowledge of the purposes of assessment. Is unfamiliar with tools for monitoring and assessing student learning and growth. Administers only those point-in-time assessments that are required and provided by the District or state. Uses assessment data primarily for grading purposes. Uses single measures of student growth. Is unaware of achievement gaps within his or her classroom. | Can explain the purposes of assessment and their relationship to learning goals and objectives. Sometimes uses pre-assessments to establish baseline knowledge and skills. Occasionally assesses student performance and growth, but seldom documents the results. Administers diagnostic tests, District benchmarks, state assessments, and progress monitoring (e.g., easyCBM) when directed to do so, but rarely studies the results to understand student progress toward achieving state and local standards. Uses assessment data primarily to inform decisions about grading and promotion. Has a general awareness of achievement gaps between some student groups. | Demonstrates understanding of the purposes of assessment and their relationship to learning goals and objectives. Usually uses pre-assessments to establish baseline knowledge and skills. Designs and implements a wide range of formative and summative assessments before, during, and after an instructional sequence, and documents the results in detail to measure progress toward achieving state and local standards. Uses assessments that are appropriate for most students, including diagnostic tests, District benchmarks, state assessments, and progress monitoring (e.g., easyCBM), as well as other performance data sources (e.g., classroom measures, authentic assessments, attendance, behavioral data, measures of college and career readiness, ODT, graduation rates). Analyzes data on achievement gaps and monitors the data for change over time. | Demonstrates understanding of the purposes of assessment and their relationship to learning goals and objectives. Consistently uses pre-assessments to establish baseline knowledge and skills. Designs and implements a coherent system of formal and informal assessments, both formative and summative, and consistently documents the results in detail. Uses assessments that are appropriate for most students, including diagnostic tests, District benchmarks, state assessments, and progress monitoring (e.g., easyCBM), as well as other performance data sources (e.g., classroom measures, authentic assessments, attendance, behavioral data, measures of college and career readiness, ODT, graduation rates). Designs and/or administers adaptive assessments for students with special challenges or abilities. Actively and systematically elicits diagnostic information from individual students regarding their knowledge, skill, and growth in learning. Designs and uses authentic performance-based assessments that promote higher-order thinking skills and curricular integration. Is able to model this component for other teachers. Analyzes data on achievement gaps, monitors the data for change over time, and continually adjusts and adapts instruction in an effort to close the gaps. |
| III-C-3: Feedback to Students |
Provides no feedback to students about their performance except through grades, or provides feedback that lacks specificity and is not timely. | Sometimes provides feedback to students about their performance, but feedback is inconsistent in its detail and timeliness. Rarely shares strategies to help students improve their performance. | Routinely provides verbal feedback to students throughout the course of instruction. Provides written feedback that is timely, specific, and leads students to want to improve by trying recommended strategies. | Consistently provides verbal and written feedback to students that is timely and specific. Provides feedback that motivates students to excel and that includes detailed information to help them improve their own learning. Engages students in constructive dialogue about performance, progress, and ways to advance. |
| III-C-4: Student Self-Assessment and Self-Monitoring of Progress |
Does not expect or facilitate students’ engagement in self-assessment or monitoring of their own progress. | Occasionally guides students to assess the quality of their own work against the stated assessment criteria and performance standards. | Routinely expects and enables students to assess and monitor the quality of their own work against the stated assessment criteria and performance standards. | Consistently expects and enables students to assess and monitor the quality of their own work against the stated assessment criteria and performance standards. Engages students in making active use of that information to guide their decisions about the best ways to advance their own learning path and growth. Empowers students to use technology to assess and monitor their own learning. |
| III-C-5: Adjusting Instruction Based Assessment |
Never or infrequently uses assessment data to inform and adjust future instructional practice in order to ensure that all students reach the learning targets. | Occasionally uses assessment data to inform and adjust future instructional practice in order to ensure that all students reach the learning targets. Sometimes correlates assessment data with past instructional strategies to explore their impact. | Organizes and analyzes results from a variety of assessments to determine students’ progress toward intended outcomes. Routinely uses these findings to inform and adjust instructional practice and to identify/develop/ implement appropriate differentiated interventions and enhanced experiences to help all students reach the learning targets. Usually identifies students’ misconceptions that are hindering progress and strives to provide clarification. | Consistently organizes and analyzes results from a comprehensive system to determine students’ progress toward intended outcomes. Uses these findings to inform and adjust instructional practice and to identify/develop/implement appropriate differentiated interventions and enhanced experiences to help all students reach the learning targets. Routinely identifies students’ misconceptions that are hindering progress and strives to provide clarification. Is able to model this component for other teachers. |
