Guide to Techniques of Assessment Sample Clauses

Guide to Techniques of Assessment. The following are assessment techniques which may be used in the assessment of student progress as required in the Education Code. Student progress in each area of study: accumulation of progress in each area of study as measured by teacher-prepared, standardized or criterion-referenced tests, or portfolio of student work. Student performance: observed or demonstrated in projects, activities, exercises, performances, exhibitions, etc. Student input: student assessments acquired through a formal student survey approved by the evaluator. Student surveys may be used as one (1) source of input for the evaluator's final evaluation but shall not be the sole basis for an unsatisfactory evaluation. The survey may include items developed by the teacher and department at their option, and shall be reasonably related to the evaluatee's goals and objectives and the requirements of the Education Code. The design of the student survey will be reviewed by the district and the Association on an ongoing basis. (A unit member can voluntarily choose to administer the student survey subject to mutual agreement between the evaluatee and the evaluator on the timing. The results would not be used formally in the evaluation process unless the evaluatee desires the results to be included. This administration of the survey would occur in addition to the administration conducted by the evaluator for formal use in the evaluation process.) Teacher products: teacher products shall consist of the packet of materials used by the teacher in that course. Use of parent input: parent input solicited by the administration and used in the evaluation process shall be regarded as secondary and limited to formal surveys and/or questionnaires. Before such survey is undertaken, the unit member(s) involved will be given an opportunity to examine and respond to the evaluator regarding the proposed questionnaire and its proposed distribution. Copies of responses shall be available to the unit member(s). Any unsolicited parental input should be brought to the attention of the evaluatee if it is of concern to the evaluator. No unsolicited parental input should be included in the formal evaluation unless corroborated by other sources.
Sample 1
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