Demonstrates Knowledge of Instructional Design & Assessment Sample Clauses

Demonstrates Knowledge of Instructional Design & Assessment. Element Ineffective Developing Effective Highly Effective Setting instructional outcomes Outcomes represent low expectations for students and lack of rigor. They do not reflect important learning in the discipline or a connection to a sequence of learning. Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning. Most outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a sequence of learning. All outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a sequence of learning both in the discipline and in related disciplines. Clarity of outcomes Outcomes are either not clear or are stated as activities, not as student learning. Outcomes do not permit viable methods of assessment. Outcomes are only moderately clear or consist of a combination of outcomes and activities. Some outcomes do not permit viable methods of assessment. All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment. All the outcomes are clear, written in the form of student learning, and permit viable methods of assessment. Learning activities Learning activities are not suitable to students or to instructional outcomes and are not designed to engage students in active intellectual activity. Only some of the learning activities are suitable to students or to the instructional outcomes. Some are moderately challenging, but with no differentiation for different students. All of the learning activities are suitable to students or to the instructional outcomes, and most represent are appropriately challenging, with some differentiation for different groups of students. Learning activities are highly suitable to diverse learners and support the instructional outcomes. They are all designed to engage students in high-level cognitive activity and are differentiated, as appropriate, for individual learners. Instructional groups Instructional groups do not support the instructional outcomes and offer no variety. Instructional groups partially support the instructional outcomes, with an effort at providing some variety. Instructional groups are varied as appropriate to the students and the different instructional outcomes. Instructional groups are varied as appropriate to the students and the different instructional o...