1.f. Designing Student Assessment procedures are Some of the instructional Teacher's plan for student Teacher's plan for student Assessments not congruent with outcomes are assessed assessment is aligned with the assessment is aligned instructional outcomes; the through the proposed instructional outcomes; with the instructional proposed approach contains approach, but others are not. assessment methodologies outcomes and has clear no criteria or standards. may have been adapted for criteria and standards that groups of students. show evidence of student contribution to their development. Teacher has no plan to Assessment criteria and Assessment criteria and Assessment methodologies incorporate formative standards have been standards are clear. have been adapted for assessment in the lesson or developed, but they are not individual students, as needed. unit, nor any plan to use clear. assessment results in designing future instruction. Approach to the use of Teacher has a well-developed The approach to using formative assessment is strategy for using formative formative assessment is well rudimentary, including only assessment and has designed designed and includes student some of the instructional particular approaches to be as well as teacher use of the outcomes. used. assessment information. Teacher intends to use Teacher intends to use Teacher intends to use assessment results to plan for assessment results to plan for assessment results to plan for future instruction for the class future instruction for groups future instruction for as a whole. of students. individual students. Domain 2: The Classroom Environment
1.f. Designing Student Assessments Assessment procedures are not congruent with instructional outcomes; the proposed approach contains no criteria or standards. Some of the instructional outcomes are assessed through the proposed approach, but others are not. Teacher's plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Teacher's plan for student assessment is aligned with the instructional outcomes and has clear criteria and standards that show evidence of student contribution to their development. Teacher has no plan to incorporate formative assessment in the lesson or unit, nor any plan to use assessment results in designing future instruction. Assessment criteria and standards have been developed, but they are not clear. Assessment criteria and standards are clear. Assessment methodologies have been adapted for individual students, as needed. Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes. Teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Teacher intends to use assessment results to plan for future instruction for the class as a whole. Teacher intends to use assessment results to plan for future instruction for groups of students. Teacher intends to use assessment results to plan for future instruction for individual students. Domain 2: The Classroom Environment