Designing Student Assessments Sample Clauses

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 “prof...
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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.
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Designing Student Assessments. Please describe how you will assess students in the following manners:
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Designing Student Assessments. Component 1f Assessment/Criteria for Success How will you and your students know if they have successfully met the outcomes? List both summative and formative assessments. What specific criteria will be met in a successful product/process? Attach rubrics/assessments/products as appropriate. A Framework for Teaching Xxxxxxxxx Xxxxxxxxx 2011
Sample 1
Designing Student Assessments. (For example: What will demonstrate that the students have learned? How is this aligned with instructional outcomes in content and process? Will the assessment be adaptedfor individual students? How will assessment results inform future instruction fo r individual students?) Teacher’s Notes Supervisor’s Notes Indian River Central School District Annual Professional Performance Review Teacher Improvement Plan (TIP) Name School/Building Initial Conference Date / / Tenured:_Yes_No Probationary Period: (From) / / (To) / / Observation Date / / Evaluation Conference Date / / TIP Timeline: (From) / / (To) / / Team Members: Areas for Improvement: Identify specific areas in need of improvement. Develop specific behaviorally written goals for the teacher to accomplish during the period of the TIP. Expected Outcomes: Identify specific recommendations for what the teacher is expected to do to improve in the identified areas. Delineate specific, realistic and achievable activities for the teacher. Resources: Identify specific resources and support systems available to assist the teacher to improve performance. Responsibilities: Identify responsibilities and steps to be taken by team members throughout the TIP. Evidence of Achievement: Identify how progress will be measured and assessed. Specify next steps to be taken based upon whether the teacher is successful, partially successful or unsuccessful in efforts to improve performance. Next Scheduled Observation / / Teacher’s Signature: Date: / / Supervisor’s Signature: Date: / / Teacher Improvement Plan Chart Area to be Improved Objectives for Improvement Self­ Improvement Plan Supervisor/ Team Plan to Assist Teacher Improvement Measurement Criteria Plan Evaluation Timeline Teacher’s Signature: Date:
Sample 1
Designing Student Assessments. Component 1f Assessment/Criteria for Success How will you and your students know if they have successfully met the outcomes? List both summative and formative assessments. What specific criteria will be met in a successful product/process? Attach rubrics/assessments/products as appropriate. A­1 Optional A Framework for Teaching Xxxxxxxxx Xxxxxxxxx 2011 (Click here to view rubric) POST OBSERVATION CONVERSATION GUIDELINES The following are guiding questions for the post observation conference. The conference/conversation should be held within 5 school days of the observation.
Sample 1

Related to Designing Student Assessments

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