ASSESSMENT OF STUDENT LEARNING. (Standard 3: Assessment)
ASSESSMENT OF STUDENT LEARNING. Department or institutional practice may require that adjunct faculty members participate in reasonable departmental or institutional activities, assigned prior to the beginning of the semester, designed to improve teaching and learning.
ASSESSMENT OF STUDENT LEARNING. (Standard 3: Assessment) • How will you check for understanding during the lesson? • What products or demonstrations will assess student learning / achievement of goals for instruction? Evaluators should bring the following to the formal observation: • The most recent version of the teacher’s Pre-Observation Planning and Lesson Reflection Form (with any revisions from the conference) • The Observation Narrative Form The evaluator should use the Observation Narrative Form to record observable evidence around each element on the form. These notes should document what is observable in the classroom – what is seen, heard, or observed. These notes should not include an evaluation or analysis of what this evidence suggests about the teacher’s practice. Observation: 1 2 Teacher School Subject Grade Evaluator Date & Time of Pre-Conference Date & Time of Observation Date & Time of Post-Conference DIRECTIONS: During the classroom observation, the evaluator records evidence for each of the following. Criteria for Observation Possible Sources of Evidence Evaluator Observations TEACH LESSON DELIVERY (Standard 2: Content / Standard 4: Instruction) • Communication of clear learning goals • Use of activities to promote independence and problem-solving • Use of content- specific instructional strategies to teach concepts and skills • Application of knowledge of how students learn to instructional design and delivery • Lesson objectives communicated or posted • Explicit reference to objectives • Clear procedures • Clarity of objectives • Student understanding of objectives and of how to participate • Meaningful use of examples to support student learning • Student behaviors and products that indicate engagement TEACH DIFFERENTIATION (Standard 1: Students / Standard 4: Instruction) • Identification, instruction and intervention for special populations • Evidence of differentiation • Attempt to modify pace, content, products for individuals or groups • All students appear appropriately challenged • Differentiation of instruction to support learning needs of all students RESOURCES (Standard 2: Content / Standard 4: Instruction) • Resources appropriate to students • Resources aligned with objectives • Use of varied resources to support learner needs TEACH CLASSROOM ENVIRONMENT (Standard 1: Students / Standard 5: Environment) • Use of strategies to motivate students to work productively and assume responsibility. • Creation of learning situations for independent and collaborativ...
ASSESSMENT OF STUDENT LEARNING. How will you check for student understanding during the lesson?
ASSESSMENT OF STUDENT LEARNING. ● How will you check for student understanding during the lesson? ● What potential learning obstacles might students encounter? ● What different methods of assessment are used in this lesson? ● How will you use assessment data to inform your next steps? ● What evidence does high-quality student data provide about student learning? ● Discuss ways you reflect on and analyze your teaching. ● How do you collaborate with colleagues to improve student learning and instructional practice? ● How do you promote two-way communication with students? With families? ☐ Teacher is consistent and effective in communicating appropriate, needs-based, differentiated learning goals ☐ Communication strategies and questioning techniques check for understanding and encourage higher-level thinking ☐ Instructional time is used effectively ☐ Information is presented in multiple formats ☐ Teacher combines collaborative and whole class learning opportunities ☐ Routines, procedures and transitions are consistent, effective and maximize instructional time ☐ Rapport and expectations for respectful, supportive and caring interactions with and among students and the teacher are evident ☐ Feedback is substantive, specific, timely and supports student learning ☐ Lesson makes clear and coherent connections with student prior learning and future learning ☐ Teacher selects, develops and uses multiple assessments ☐ Teacher demonstrates content knowledge and uses content-specific language and strategies to engage students ☐ Teacher uses differentiated instructional strategies and resources for groups of students ☐ Other: ☐ Other: ☐ Photocopy to Teacher Teacher Name: Evaluator Name: Content Area(s): Grade Level(s): List sources of High-Quality Student Data used to inform instruction. Value-added data must be used as one source if available.
ASSESSMENT OF STUDENT LEARNING. Provides evidence of integration of student outcomes and appropriate assessment measures.
ASSESSMENT OF STUDENT LEARNING. The District shall develop a plan for formative and summative assessment of student learning for each grade-band, student population, and content area identified above in Sections B-2.2 and B-2.
ASSESSMENT OF STUDENT LEARNING. All full-time faculty will engage in assessment of student learning and will use course-level assessment results to validate student learning. Furthermore, all full-time faculty will provide Academic Chairs with documentation of changes made to curriculum and/or instruction, based on assessment results, to enhance student learning.
ASSESSMENT OF STUDENT LEARNING. The parties are committed to the ideal that assessment of student learning outcomes is an important and demonstrable goal of our academic community. To this extent, Deans and faculty shall engage in regular and consistent efforts, which shall include discussions on the methodologies to assess student learning outcomes. Faculty shall demonstrate how student learning outcomes have been assessed.
ASSESSMENT OF STUDENT LEARNING. The District shall develop a plan for formative and summative assessment of student learning for each grade‐band, student population, and content area identified above in Sections 2.2 and 2.3. The District shall identify an assessment strategy that is consistent from year to year, and is used to inform instructional decisions in accordance with the Big Ideas and Goals of the revised DIP. The assessment plan must be approved by the Superintendent of Public Instruction in order to approve the revised DIP. The District may contract with the Educational Services Provider to assist with selection of assessments, implementation of the plan, and review of data to inform instructional decisions based upon these assessments.
