Principle #8 The teacher intern understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. ACEI Level of Performance Unsatisfactory Basic (1) Proficient Distinguished (0) (2) (3) Standards 4 Variety of Uses minimal number Some Data on student Involves learner in Formal/Informal of assessments or only instructional progress is self-assessment Assessments commercially goals are gathered in activities to foster prepared tests. assessed but multiple ways awareness of their Methods of not all. such as strengths/.needs and assessments not Gathering of observations. to set personal goals consistent with assessment Portfolios, for learning. instructional goals. data is more teacher-made frequent and tests, begins to ups performance tasks, student self-assessment measures. and standardized tests. Assessment Data Assessment, results Uses Assessment A deliberate attempt Used in Lesson affect lesson planning assessment results are used is made to assess Planning/Adjustment only minimally. results to plan to adjust plans instructional goals for the class as for individuals for the sole purpose a whole. and small of determining the groups. next steps in instruction for individuals, small groups, and the whole class. Evaluates Criteria Criteria for evaluation Feedback to Learners are Learners are and Feedback are not predetermined students is given involved in setting on paper. Feedback in timely but may evaluation criteria for not provided in a only be criteria in evaluation. Feedback timely manner or is of minimal (just a advance is individualized and poor quality. score). (rubrics, point includes personal Learners are systems goal setting. not made etc.).Feedback Descriptive rubrics aware of includes are created and performance qualitative shared with students. criteria in comments to advance. highlight strengths or
Principle #8 The teacher intern understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. ACEI Standards 4 Level of Performance Unsatisfactory (0) Basic (1) Proficient (2) Distinguished (3) Variety of Formal/Informal Assessments Uses minimal number of assessments or only commercially prepared tests. Methods of assessments not consistent with instructional goals. Some instructional goals are assessed but not all. Gathering of assessment data is more frequent and begins to ups measures. Data on student progress is gathered in multiple ways such as observations. Portfolios, teacher-made tests, performance tasks, student self-assessment and standardized tests. Involves learner in self-assessment activities to foster awareness of their strengths/.needs and to set personal goals for learning. Assessment Data Used in Lesson Planning/Adjustment Assessment, results affect lesson planning only minimally. Uses assessment results to plan for the class as a whole. Assessment results are used to adjust plans for individuals and small groups. A deliberate attempt is made to assess instructional goals for the sole purpose of determining the next steps in instruction for individuals, small groups, and the whole class. Evaluates Criteria and Feedback Criteria for evaluation are not predetermined on paper. Feedback in not provided in a timely manner or is of poor quality. Feedback to students is timely but may only be minimal (just a score). Learners are not made aware of performance criteria in advance. Learners are given evaluation criteria in advance (rubrics, point systems etc.).Feedback includes qualitative comments to highlight strengths or Learners are involved in setting criteria for evaluation. Feedback is individualized and includes personal goal setting. Descriptive rubrics are created and shared with students.