GFPS EPAS Evaluation System
  • HOME
  • GFPS MATERIALS
  • S.M.A.R.T. Goal Setting
  • DOMAIN 1
    • 1A Selecting Instructional Goals
    • 1B Designing Coherent Instruction
    • 1C Demonstrating Knowledge of Content and Pedagogy
    • 1D Demonstrating Knowledge of Students
    • 1E Designing Student Assessments
  • DOMAIN 2
    • 2A Managing Learning Environment Procedures
    • 2B Managing Student Behavior
    • 2C Establishing a Culture of Learning
    • 2D Organizing Physical Space
  • DOMAIN 3
    • 3A Engaging Students in Learning
    • 3B Demonstrating Flexibility and Responsiveness
    • 3C Communicating Clearly and Accurately
    • 3D Using Questioning and Discussion Techniques
    • 3E Using Assessment in Instruction
  • DOMAIN 4
    • 4A Communicating with Families
    • 4B Developing and Maintaining an Accurate Record System
    • 4C Demonstrating Professional Work Ethic
    • 4D Growing and Developing Professionally
    • 4E Reflecting on Professional Practice and Engaging in a Professional Community
  • CONTRIBUTE MATERIALS

3E USING ASSESSMENT IN INSTRUCTION

The teacher demonstrates understanding of assessment for, and of, learning and how each plays a valuable part in teaching and learning. The teacher can analyze data presented in reports and determine how to plan instruction for the students in their classroom. The teacher uses formative assessments like observations, homework, and conferences to track and understand student progress.

ELEMENTS AND INDICATORS OF PERFORMANCE

Assessment Criteria
  • Students are fully aware of the criteria and performance standards to be used in assessments.
  • In some cases, the students contribute to the development of the criteria.
Monitoring of Student Learning
  • The teacher actively and systematically designs assessments to collect useful information about student learning.
  • The teacher uses varied types of formal and informal assessments to collect student learning data.
  • The teacher analyzes assessment responses and student behaviors to assess student learning.
  • The teacher uses assessment data to inform future instruction.
Feedback to Students
  • Students effectively use feedback to correct and/or revise his or her work.
  • Students find teacher comments valuable.
  • The teacher provides accurate, constructive, substantive, specific, and timely feedback to students.
  • The teacher provides sufficient time and support for students to improve.
Student Self-Assessment and Monitoring of Progress
  • Students are part of the assessment process and accept responsibility for his or her learning.
  • Students are able to accurately assess and monitor the quality of his or her own work against established criteria and performance standards.
  • Students use self-assessment information to set goals for improvement.
  • The teacher provides students with examples of different levels of performance against which the student can evaluate his or her own work.


INFORMATION
  • Overview of Domain Three
  • Rubric for Domain Three


ARTIFACTS
  • Activity or Assignment
  • Checklists
  • Formative Log
  • Feedback Journal
  • Grading Charts
  • Criteria Posters/Charts
  • Student Self-Assessment
  • Samples of diagnostic tests
  • Examples of pre-test/post test
  • Examples of formative/summative assessments
  • Examples of feedback given to the student
  • Examples of rubrics 
  • Framework for instruction implemented into every lesson
  • Bell Ringers tied to learner outcome or review of previous district curriculum.
  • Cold calling used by teachers to demonstrate knowledge of district curriculum in nearly every lesson.
  • Rubrics for essays displaying student thinking and understanding in regard to district curriculum
  • Checks for understanding built into every lesson
  • Teacher assessments and student graphic organizers
  • Teacher grades
  • Students demonstrate knowledge orally and in writing
  • Students will demonstrate knowledge to peers
  • Complete District Assessments
  • Student learning style inventory
  •  Letter home to students/parents
  •  RTI plans/IEP accommodation from Milepost
  •  Examples of differentiation used in the classroom

OBSERVABLE EVIDENCE

Possible Teacher Evidence
  • Uses common assessments designed by his or her collaborative team to assess student learning
  • Designs instructional activities and assignments that are designed to help students learn the content that will be assessed
  • Explains the structure of assessments to students
  • Explains to students how their assessments will be graded
  • Modifies instruction based on assessment results
  • Differentiates instruction and assessments to meet students’ individual learning needs

Possible Student Evidence
  • Know what to expect on assessments
  • Can explain different strategies that the teacher uses to assess them (obtrusive, unobtrusive, and student- generated assessments)
  • Can explain why they were assigned a specific grade on an assessment
  • Can explain what they need to learn next to improve their performance on assessments


EXAMPLE GOALS (S.M.A.R.T.)

  • I will use formative assessment to monitor student learning.
  • I will incorporate informal assessment into every lesson.
  • I will give students opportunities to demonstrate learning in multiple forms prior to formal assessments.
  • I will incorporate formative (informal) assessment into each lesson and use this data to drive what is done in future lessons.  


GUIDING QUESTIONS
  • What techniques do you use for cold call students in almost every lesson?
  • Can you provide Rubrics, student writing samples, and student assessments?
  • Can you name five ways students demonstrate learning and understanding of concepts other than tests? 
  • What data do you use to determine your future instruction?
  • Are your bell ringer activities connected to the daily learner objectives/outcomes?
  • How often do you use an exit strategy to end class?
  • Do you adjust your instruction based on data collected from an exit strategy?  


RESOURCES
Video: Rick Wormeli: Formative and Summative Assessment (4:48)

Formative Assessment Resources

  • 53 Ways to Check for Understanding (blog post "Dipsticks: Efficient Ways to Check for Understanding" about link to the left)
  • Embedded Formative Assessment - Dylan Wiliam
  • Empowering Teachers with Tech-Friendly Formative Assessment Tools
​
Click here to access all of the resources below.
  • 54 Different Examples of Formative Assessment
  • Formative Assessment Practices Notes
  • Formative Assessments for Social Studies & English
  • Formative Assessment Types in Chart Form
  • Kinesthetic Assessments - Math
  • Kinesthetic Assessments - Music
  • Laundry Day
  • Learning and Response Logs
  • Observation Folder Example
  • Visual Representations
  • 3-2-1 
  • Exit Ticket 
  • Quality Indicators for Quizzes 
  • Appointment Clock
  • Debate Circles
  • Classroom Discussion
  • Exit & Entry Tickets
  • Student Observations
  • Think Pair Share
  • Peer & Self Assessments
  • Practice Presentations
  • Questioning
  • Quick Research on Formative Assessments
  • Four Corners
  • Individual Whiteboards
  • Kinesthetic Assessments
  • Two Stars and a Wish

Summative Assessment Resources

“Cheatsheet” for students: Things to remember for a great short constructed response.
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  • HOME
  • GFPS MATERIALS
  • S.M.A.R.T. Goal Setting
  • DOMAIN 1
    • 1A Selecting Instructional Goals
    • 1B Designing Coherent Instruction
    • 1C Demonstrating Knowledge of Content and Pedagogy
    • 1D Demonstrating Knowledge of Students
    • 1E Designing Student Assessments
  • DOMAIN 2
    • 2A Managing Learning Environment Procedures
    • 2B Managing Student Behavior
    • 2C Establishing a Culture of Learning
    • 2D Organizing Physical Space
  • DOMAIN 3
    • 3A Engaging Students in Learning
    • 3B Demonstrating Flexibility and Responsiveness
    • 3C Communicating Clearly and Accurately
    • 3D Using Questioning and Discussion Techniques
    • 3E Using Assessment in Instruction
  • DOMAIN 4
    • 4A Communicating with Families
    • 4B Developing and Maintaining an Accurate Record System
    • 4C Demonstrating Professional Work Ethic
    • 4D Growing and Developing Professionally
    • 4E Reflecting on Professional Practice and Engaging in a Professional Community
  • CONTRIBUTE MATERIALS