1E: DESIGNING STUDENT ASSESSMENTS
This Component focuses on the teacher’s ability to create and/or select assessments that are congruent with instructional goals, criteria, and standards and to plan for the use of formative and summative assessments of their students.
ELEMENTS AND INDICATORS OF PERFORMANCE
Congruence with Instructional Goals
INFORMATION
ARTIFACTS
OBSERVABLE EVIDENCE
EXAMPLE GOALS (S.M.A.R.T.)
GUIDING QUESTIONS
RESOURCES
ELEMENTS AND INDICATORS OF PERFORMANCE
Congruence with Instructional Goals
- The teacher creates and/or selects assessments that are fully aligned with the instructional goals in both the content and process.
- The teacher ensures assessment methods have been adapted for the individual needs of the students including identified accommodations and/or allowing students to demonstrate his or her knowledge through an alternate measure.
- Assessment criteria and standards are clear to the teachers and the students including rubrics that will be used to evaluate work.
- The teacher encourages students to be involved in the development of the criteria and standards.
- The teacher encourages students to use formative assessment data to evaluate their own work and guide their learning.
- The teacher includes formative assessment data in designing future instruction.
- The teacher aligns formative assessments to instructional goals including content and process goals.
- The teacher uses formative assessments as student practice and allows the assessments to be revised.
- The teacher plans for the use of formative and summative assessments to closely monitor student learning.
- The teacher is familiar with a broad array of assessment data related to the students in the class.
- The teacher uses information such as state assessment data, district assessment data, and classroom data when planning.
- The teacher uses the collective data to design instruction for both the class and for individual students within the class.
INFORMATION
ARTIFACTS
- Rubrics
- Checklists
- Assessment Criteria
- Lesson Plans
- Exemplars
- Student Progress Charts
- A variety of formative/summative assessments connected to classroom instruction/outcomes
- Rubrics used to evaluate student work
- Examples of student assessments with teacher comments
- Lesson or unit plan that contains appropriate assessment plan tied to standards and outcomes
- Rubrics tied to lesson/unit outcome
- Sample of student self-analysis of work using rubric
- Anecdotal notes from reader/writer conferences with students
- Student data folder
- Proficiency checklists for students
- Unit or lesson plan that shows where assessments are built in (formative & summative)
- Unit plan that shows a reteach loop I’ve built in after each formative assessment (if necessary)
- Sample of modified assessments
- Sample performance task with rubric
- Sample Exit tickets with reflection about how the information was used
- Surveys that gather student feedback
- Reflective notes about how instruction was adjusted after formative feedback
- Sample of student input/reflections/journals
- Collaborative team planning notes
- Documentation showing student choice in assessment
- Common formative or summative assessments w/notes about how the results were used Student-designed assessments tied to learning outcomes
- Reflection on an assessment including what I would change
OBSERVABLE EVIDENCE
- Formative assessments: Tickets out the door, questioning, pinch cards, sticky notes, agree/disagree, whiteboard response, CPS response, jeopardy style review.
- Reflection journal after looking at formative assessment information
- Writing lesson plans/unit organizer to reflect the needs of students.
- Teacher interaction with students about needs
- Teacher to teacher conversations about effective lesson design
EXAMPLE GOALS (S.M.A.R.T.)
- I will use a unit organizer, for each ____(unit, chapter, section) to outline my daily lessons to connect the objective to the corresponding assessment. I will indicate chosen assessments in my unit organizer.
- I will use formative assessments to guide my instruction and grouping. The success of my goal will be based on weekly assessment data.
GUIDING QUESTIONS
- How do I know that the students are gaining knowledge throughout the week of lessons?
- What can I do to ensure that I am re-teaching if needed?
- What should I prepare to link the lessons to the assessments?
RESOURCES