Common use of Assessing Students for Learning Clause in Contracts

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 instruction to support English learners? • use assessment results to plan instruction to support students’ IEP? 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction • draw upon assessment data to support development of learning goals? • review and revise learning goals with students over time? • ensure that student learning goals reflect key subject matter concepts, skills, and applications? • use informal assessments to adjust instruction while teaching? • use multiple sources of assessment to measure student progress and revise instructional plans? • work to differentiate goals and plans based on assessed needs of my diverse learners? • address the specific needs of English learners and students with special needs as I use assessments to inform my instruction? 5.5 Involving all students in self-assessment, goal setting, and monitoring progress. • make assessment integral to the learning process? • make assessment an interactive process between teacher and student? • model self-assessment strategies for all students? • develop and use tools and guidelines that help all students assess their work and monitor their learning goals? • provide opportunities for all students to engage in peer discussion and reflection of their work? • provide opportunities for all students to demonstrate and reflect on their learning inside and outside of the classroom 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning. • become familiar with and select technology resources that support assessment practices? • use technology to analyze student learning and inform instruction? • use appropriate technology resources to communicate students’ learning to students and their families? 5.7 Using assessment information to share timely and comprehensible feedback with students and their families. • provide all students with information about their progress as they engage in learning activities? • initiate regular and timely contact with families and resource providers about student progress? • communicate assessment results to families in ways that are respectful and understandable? • provide families with ways to use assessment information at home to improve student learning? 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. 6.1 Reflecting on teaching practice to support of student learning • assess my growth as a teacher over time? • learn about teaching as I observe and interact with my students? • reflect on my instructional successes and dilemmas to move my practice forward? • analyze my teaching to understand what contributes to student learning? • formulate professional development plans that are based on my reflection and analysis? • develop awareness of potential bias that might influence my teaching or affect 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-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 instruction to support English learners? •  use assessment results to plan instruction to support students’ IEP? 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction •  draw upon assessment data to support development of learning goals? •  review and revise learning goals with students over time? •  ensure that student learning goals reflect key subject matter concepts, skills, and applications? •  use informal assessments to adjust instruction while teaching? •  use multiple sources of assessment to measure student progress and revise instructional plans? •  work to differentiate goals and plans based on assessed needs of my diverse learners? •  address the specific needs of English learners and students with special needs as I use assessments to inform my instruction? 5.5 Involving all students in self-assessment, goal setting, and monitoring progress. •  make assessment integral to the learning process? •  make assessment an interactive process between teacher and student? •  model self-assessment strategies for all students? •  develop and use tools and guidelines that help all students assess their work and monitor their learning goals? •  provide opportunities for all students to engage in peer discussion and reflection of their work? •  provide opportunities for all students to demonstrate and reflect on their learning inside and outside of the classroom 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning. •  become familiar with and select technology resources that support assessment practices? •  use technology to analyze student learning and inform instruction? •  use appropriate technology resources to communicate students’ learning to students and their families? 5.7 Using assessment information to share timely and comprehensible feedback with students and their families. •  provide all students with information about their progress as they engage in learning activities? •  initiate regular and timely contact with families and resource providers about student progress? •  communicate assessment results to families in ways that are respectful and understandable? •  provide families with ways to use assessment information at home to improve student learning? 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. 6.1 Reflecting on teaching practice to support of student learning •  assess my growth as a teacher over time? •  learn about teaching as I observe and interact with my students? •  reflect on my instructional successes and dilemmas to move my practice forward? •  analyze my teaching to understand what contributes to student learning? •  formulate professional development plans that are based on my reflection and analysis? •  develop awareness of potential bias that might influence my teaching or affect student learning?