Assessing Students for Learning. Applying knowledge of the purposes, characteristics, and uses of different types of assessments
Assessing Students for Learning. Teachers apply knowledge of the purposes, characteristics, and uses of different types of assessments. They collect and analyze assessment data from a variety of sources and use those data to inform instruction. They review data, both individually and with colleagues, to monitor student learning. Teachers use assessment data to establish learning goals and to plan, differentiate, and modify instruction. They involve all students in self-assessments, goal setting, and monitoring progress. Teachers use available technologies to assist in assessment, analysis, and communication of student learning. They use assessment information to share timely and comprehensible feedback with students and their families.
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments • become knowledgeable of the different types of assessments—and their uses, benefits, and limitations— that I draw on to inform my instruction? • select assessment strategies and instruments appropriate to the learning outcomes being evaluated? • use my knowledge of assessment concepts such as validity, reliability, and bias to choose assessments appropriate to my students? • design grading practices that draw on multiple sources of information and reflect student learning?
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction • keep a continuous and comprehensive record of group and individual achievement? • select, design, and use assessment tools appropriate to what is being assessed? • collect, select, and reflect upon evidence of student learning? • work with families to gather information about all students and their learning? • use standardized tests, diagnostics tools, and development assessments to understand student progress? • use a range of assessment strategies to implement and monitor individualized student learning goals (including IEP goals)? • assess student behavior to support learning? • interpret data based on how an assessment is scored and what results it reports?
5.3 Reviewing data, both individually and with colleagues, to monitor student learning • review student assessment data with colleagues? • use assessment results to monitor my teaching and guide planning and instruction? • use assessment information to determine when and how to revisit content that has been taught? • use assessment data to eliminate gaps between students’ potential and their performance? • use assessment results to plan i...
Assessing Students for Learning. 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning
Assessing Students for Learning. Teachers apply knowledge of the purposes, characteristics, and uses of different types of assessments. They collect and analyze assessment data from a variety of sources and use those data to inform instruction. They review data, both individually and with colleagues, to monitor student learning. Teachers use assessment data to establish learning goals and to plan, differentiate, and modify instruction. They involve all students in self-assessment, goal setting and monitoring progress. Teachers use available technologies to assist in assessment, analysis, and communication of student learning. They use assessment information to share timely and comprehensible feedback with students and their families. Teachers reflect on their teaching practice to support student learning. They establish professional goals and engage in continuous and purposeful professional growth and development. They collaborate with colleagues and engage in the broader professional community to support teacher and student learning. Teachers learn about and work with families to support student learning. They engage local communities in support of the instructional program. They manage professional responsibilities to maintain motivation and commitment to all students. Teachers demonstrate professional responsibility, integrity, and ethical conduct. Teacher Name Evaluator Site Grade Level Date Check one of the following expectations for each area of focus: Area of Focus Expectations are being met or exceeded. This is an area in which the unit member can be a model and mentor to others. Expectations are consistently being met in all aspects. Expectations are being met in most aspects. Some improvement is needed. Professional growth goals shall be developed. Improvement is needed. A personal improvement plan including professional growth goals shall be developed. Reevaluation shall occur in three school months. Standard 1 Engaging and Supporting All Students in Learning Standard 2 Creating and Maintaining Effective Environments for Student Learning Standard 3 Understanding and Organizing Subject Matter for Student Learning Standard 4 Planning Instruction and Designing Learning Experiences for All Students Standard 5 Assessing Students for Learning Standard 6 Developing as a Professional Educator Narrative (Evidence of strengths and areas of growth): Future Focus: Overall Rating: Evaluator Signature Date: Unit Member Signature Date: (Signature verifies my receipt of the evaluation, it does...
Assessing Students for Learning. Ongoing progress assessment*
Assessing Students for Learning. Teachers apply knowledge of the purposes, characteristics, and uses of different types of assessments. They collect and analyze assessment data from a variety of sources and use those data to inform instruction. They review data, both individually and with colleagues, to monitor student learning. Teachers use assessment data to establish learning goals and to plan, differentiate, and modify instruction. They involve all students in self-assessments, goal setting, and monitoring progress. Teachers use available technologies to assist in assessment, analysis, and communication of student learning. They use assessment information to share timely and comprehensible feedback with students and their families.
Assessing Students for Learning. O 5.1 Applies knowledge of the purposes, characteristics, and uses of different types of assessments D/O 5.2 Collects and analyzes assessment data from a variety of sources to inform instruction D/O 5.3 Reviews data, both individually and with colleagues, to monitor student learning D/O 5.4 Uses assessment data to establish learning goals and to plan, differentiate, and modify P/O 5.5 Involves all students in self-assessment, goal setting, and monitoring progress (self- advocacy, self-determination) P/O 5.6 Uses available technologies to assist in assessment, analysis, and communication of student learning P 5.7 Uses assessment information to share timely and comprehensible feedback with student and their families P 5.8 Develops and administers nonbiased, nondiscriminatory assessment P/D 5.9 Utilizes assessment data to develop Individual Education Program (IEP) D/O 5.10 Evaluates instruction and monitors progress of individuals with exceptional learning P 6.1 Reflects on teaching practice in support of student learning P 6.2 Establishes professional goals and engages in continuous and purposeful professional growth and development P/O 6.3 Collaborates with colleagues and the broader professional community to support teacher P 6.5 Engages local communities in support of the instructional program P/O 6.6 Manages professional responsibilities to maintain motivation and commitment to all O 6.7 Assumes initiative and responsibility for tasks and assignments O 6.8 Collaborates with general education classroom teachers and other school and community personnel to integrate students across instructional environments O 6.9 Uses verbal, nonverbal, and written language effectively O 6.10 Upholds high standards of competence and integrity and exercises sound judgment in the practice of the profession Observation dates: Evaluator's Summary: Please sign on the space provided below. Your signature indicates that you have received a copy of this document and does not indicate that you agree with the content of the document. You have the right and opportunity to review and comment on this document. Submit your written comments to this document, if any, within ten (10) days. Your written comments, if any, will be attached to this document. A copy of this document and your written comments, if any, will be placed in your personnel file. Your next evaluation cycle will begin on . (If eligible for a waiver, indicate the appropriate beginning of that school year). Date Date APPE...
Assessing Students for Learning. 5.1 Apply knowledge of the purposes, characteristics, and uses of different types of assessments.
5.2 Collect and analyze assessment data from a variety of sources to inform instruction.
5.3 Review data, both individually and with colleagues, to monitor student learning.
5.4 Use assessment data to establish learning goals and to plan, differentiate, and modify instruction.
5.5 Involve all students in self-assessment, goal setting, and monitoring progress.
5.6 Use available technologies to assist in assessment, analysis, and communication of student learning.
5.7 Use assessment information to share timely and comprehensible feedback with students and their families.
6.1 Reflect on teaching practice in support of student learning.
6.2 Establish professional goals and engage in continuous and purposeful professional growth and development.
6.3 Collaborate with colleagues and the broader professional community to support teacher and student learning.
6.4 Work with families to support student learning.
6.5 Engage local communities in support of the instructional program.
6.6 Manage professional responsibilities to maintain motivation and commitment to all students.
6.7 Demonstrate professional responsibility, integrity, and ethical conduct.
Assessing Students for Learning. Elements 5.1 Knows the characteristics, uses, benefits and limitations of different types of assessments.
Assessing Students for Learning. Using assessment data to establish learning goals and to plan, differentiate, and modify instruction Involving all students in self-assessment, goal setting, and monitoring progress Using available technologies to assist in assessment, analysis, and communication of student learning Evidence: A copy of this document will be filed in your personnel file. You are entitled to review and comment upon this document and to have your own written comments attached. Any such written comments should be submitted to the personnel office within ten (10) working days of the following date. Administrator's Signature Date I have received a copy of this observation report. I understand that this observation report only contains a portion of the evaluation criteria that will be included on the interim and/or final evaluation report. Signing this form does not necessarily mean that I agree with the ratings. Teacher's Signature Date These criteria are based on state law (Education Code Sections 44660-44665) and the California Standards for the Teaching Profession (CSTP 2009). The Standards address the following areas: I. Engaging and Supporting All Students in Learning II. Creating and Maintaining Effective Environments for Student Learning III. Understanding and Organizing Subject Matter for Student Learning IV. Planning Instruction and Designing Learning Experiences for All Students V. Assessing Students for Learning VI. Developing as a Professional Educator. The CSTP are included in the Collective Bargaining Agreement (Appendix G). Please consult your CSTP handbook for further elaboration in each topic area. Probationary Teacher Evaluation Report (CSTP 2009) Permanent Evaluatee’s Name: Date: Evaluator’s Name: Grade/Subject: Criteria and Related Indicators Meets Standards Does Not Meet Standards Engaging and Supporting All Students in Learning Using knowledge of students to engage them in learning Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests Connecting subject matter to meaningful, real-life contexts Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs Promoting critical thinking through inquiry, problem solving, and reflection Monitoring student learning and adjusting instruction while teaching Comments: Meets Standards Does Not Meet Standards Creating & Maintaining Effective Environments for Student Learning Promoting social development and r...
