Common use of Designing Student Assessments Clause in Contracts

Designing Student Assessments. Unsatisfactory Basic Proficient Distinguished Assessment procedures are not congruent with instructional outcomes; the proposed approach contains no criteria or standards. Teacher has no plan to incorporate formative assessment in the lesson or unit nor any plan to use assessment results in designing future instruction. Some of the instructional outcomes are assessed through the proposed approach, but others are not. Assessment criteria and standards have been developed, but they are not clear. Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes. Teacher intends to use assessment results to plan for future instruction for the class as a whole. Teacher’s plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. Teacher has a well- developed strategy for using formative assessment and has designed particular approaches to be used. Teacher intends to use assessment results to plan for future instruction for groups of students. Teacher’s plan for student assessment is fully aligned with the instructional outcomes and has clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted for individual students, as needed. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Teacher intends to use assessment results to plan future instruction for individual students. Critical Attributes Assessments do not match instructional outcomes. Assessments have no criteria. No formative assessments have been designed. Assessment results do not affect future plans. Only some of the instructional outcomes are addressed in the planned assessments. Assessment criteria are vague. Plans refer to the use of formative assessments, but they are not fully developed. Assessment results are used to design lesson plans for the whole class, not individual students. All the learning outcomes have a method for assessment. Assessment types match learning expectations. Plans indicate modified assessments for some students as needed. Assessment criteria are clearly written. Plans include formative assessments to use during instruction. Lesson plans indicate possible adjustments based on formative assessment data. In addition to the characteristics of “proficient”: Assessments provide opportunities for student choice. Students participate in designing assessments for their own work. Teacher-designed assessments are authentic with real-world application, as appropriate. Students develop rubrics according to teacher- specified learning objectives. Students are actively involved in collecting information from formative assessments and provide input.

Designing Student Assessments. Unsatisfactory Basic Proficient Distinguished Assessment procedures are not congruent Teacher’s plan for student assessment is fully aligned with the instructional outcomes; , with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted for individual students, as needed. The approach to using formative assessment is well designed and includes student as well as teacher use of the proposed approach contains no criteria or standardsassessment information. Teacher has no plan to incorporate formative assessment in the lesson or unit nor any plan intends to use assessment results in designing to plan future instructioninstruction for individual students. Teacher’s plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. Teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used. Teacher intends to use assessment results to plan for future instruction for groups of students. Some of the instructional outcomes are assessed through the proposed approach, but others are not. Assessment criteria and standards have been developed, but they are not clear. Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes. Teacher intends to use assessment results to plan for future instruction for the class as a whole. Teacher’s plan for student assessment is aligned Assessment procedures are not congruent with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment the proposed approach contains no criteria and standards are clearor standards. Teacher has a well- developed strategy for using no plan to incorporate formative assessment and has designed particular approaches to be used. Teacher intends in the lesson or unit, nor any plans to use assessment results in designing future instruction. Critical Attributes In addition to plan for future instruction for groups the characteristics of students. Teacher’s plan “Effective,”  Assessments provide opportunities for student choice.  Students participate in designing assessments for their own work.  Teacher-designed assessments are authentic with real-world application, as appropriate.  Students develop rubrics according to teacher-specified learning objectives.  Students are actively involved in collecting information from formative assessments and provide input.  All the learning outcomes have a method for assessment.  Assessment types match learning expectations.  Plans indicate assessment is fully aligned with the instructional outcomes and has clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted modifications for individual students, some students as needed. The approach  Assessment criteria are clearly written.  Plans include formative assessments to using use during instruction.  Lesson plans indicate possible adjustments based on formative assessment is well designed and includes student as well as teacher use of the assessment informationdata. Teacher intends to use assessment results to plan future instruction for individual students. Critical Attributes Assessments do not match instructional outcomes. Assessments have no criteria. No formative assessments have been designed. Assessment results do not affect future plans.  Only some of the instructional outcomes are addressed in the planned assessments.  Assessment criteria are vague.  Plans refer to the use of formative assessments, but they are not fully developed.  Assessment results are used to only design lesson plans for the whole class, not individual students. All the learning outcomes  Assessments do not match instructional outcomes.  Assessments have a method for assessmentno criteria. Assessment types match learning expectations. Plans indicate modified assessments for some students as needed. Assessment criteria are clearly written. Plans include  No formative assessments to use during instructionhave been designed or implemented. Lesson plans indicate possible adjustments based on formative assessment data. In addition to the characteristics  Assessment results do not affect pacing and content of “proficient”: Assessments provide opportunities for student choice. Students participate in designing assessments for their own work. Teacher-designed assessments are authentic with real-world application, as appropriate. Students develop rubrics according to teacher- specified learning objectives. Students are actively involved in collecting information from formative assessments and provide inputfuture lesson plans.

Designing Student Assessments. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Assessment procedures are not congruent with instructional outcomes; the proposed approach contains no criteria or standards. Teacher has no plan to incorporate formative assessment in the lesson or unit nor any plan to use assessment results in designing future instruction. Some of the instructional outcomes are assessed through the proposed approach, but others are not. Assessment criteria and standards have been developed, but they are not clear. Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes. Teacher intends to use assessment results to plan for future instruction for the class as a whole. Teacher’s plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. Teacher has a well- developed strategy for using formative assessment and has designed particular approaches to be used. Teacher intends to use assessment results to plan for future instruction for groups of students. Teacher’s plan for student assessment is fully aligned with the instructional outcomes and has clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted for individual students, as needed. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Teacher intends to use assessment results to plan future instruction for individual students. Critical Attributes Assessments 3d: Using Assessment in Instruction Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 There is little or no assessment or monitoring of student learning; feedback is absent or of poor quality. Students do not match instructional outcomes. Assessments have no criteria. No formative assessments have been designed. Assessment results appear to be aware of the assessment criteria and do not affect future plans. Only some of the instructional outcomes are addressed engage in the planned assessments. Assessment criteria are vague. Plans refer to the use of formative assessments, but they are not fully developed. Assessment results are used to design lesson plans for the whole class, not individual students. All the learning outcomes have a method for self- assessment. Assessment types match learning expectationsis used sporadically by teacher and/or students to support instruction through some monitoring of progress in learning. Plans indicate modified assessments for some Feedback to students as needed. Assessment is general, students appear to be only partially aware of the assessment criteria are clearly written. Plans include formative assessments used to use during instruction. Lesson plans indicate possible adjustments based on formative assessment data. In addition to the characteristics of “proficient”: Assessments provide opportunities for student choice. Students participate in designing assessments for evaluate their work, and few assess their own work. Teacher-designed Questions, prompts, and assessments are authentic with real-world applicationrarely used to diagnose evidence of learning. Assessment is used regularly by teacher and/or students during the lesson through monitoring of learning progress and results in accurate, as appropriatespecific feedback that advances learning. Students develop rubrics according appear to teacher- specified learning objectivesbe aware of the assessment criteria; some of them engage in self-assessment. Questions, prompts, assessments are used to diagnose evidence of learning. Assessment is fully integrated into instruction through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students self-assess and monitor their progress. A variety of feedback, from both their teacher and their peers, is accurate, specific, and advances learning. Questions, prompts, assessments are actively involved in collecting information from formative assessments and provide inputused regularly to diagnose evidence of learning by individual students.

Designing Student Assessments. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Assessment procedures are not congruent with instructional outcomes; the proposed approach contains no criteria or standards. Teacher has no plan to incorporate formative assessment in the lesson or unit nor any plan to use assessment results in designing future instruction. Some of the instructional outcomes are assessed through the proposed approach, but others are not. Assessment criteria and standards have been developed, but they are not clear. Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes. Teacher intends to use assessment results to plan for future instruction for the class as a whole. Teacher’s plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. Teacher has a well- developed strategy for using formative assessment and has designed particular approaches to be used. Teacher intends to use assessment results to plan for future instruction for groups of students. Teacher’s plan for student assessment is fully aligned with the instructional outcomes and has clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted for individual students, as needed. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Teacher intends to use assessment results to plan future instruction for individual students. Critical Attributes Assessments do not match instructional outcomes. Assessments have no criteria. No formative assessments have been designed. Assessment results do not affect future plans. Only some of the instructional outcomes are addressed in the planned assessments. Assessment criteria are vague. Plans refer to the use of formative assessments, but they are not fully developed. Assessment results are used to design lesson plans for the whole class, not individual students. All the learning outcomes have a method for assessment. Assessment types match learning expectations. Plans indicate modified assessments for some students as needed. Assessment criteria are clearly written. Plans include formative assessments to use during instruction. Lesson plans indicate possible adjustments based on formative assessment data. In addition to the characteristics of “proficient”: :” Assessments provide opportunities for student choice. Students participate in designing assessments for their own work. Teacher-designed assessments are authentic with real-world application, as appropriate. Students develop rubrics according to teacher- specified learning objectives. Students are actively involved in collecting information from formative assessments and provide input.