Multiple The assessment The assessment The assessment and Approaches plan includes only plan includes plan includes one assessment multiple modes multiple mode and does not before, during and assessment modes GP 4 DP 5 assess students after instruction, (including before, during, and but all are either performance instruction. pencil/paper based assessments, lab (i.e. they are not reports, research All assessments do performance projects, etc.) and not tie to assessments) and/or assesses student instructional do not require the performance objectives. integration of throughout the knowledge, skills instructional and reasoning sequence explicitly ability. tied to instructional objectives. Technical Assessments are Assessments Assessments are Soundness not valid; scoring appear to have demonstrated to be procedures are validity. Some valid; scoring absent or scoring procedures procedures are inaccurate; items or are explained; explained; most prompts are poorly some items or items or prompts written; directions prompts are clearly are clearly written; and procedures are written; some directions and confusing to directions and procedures are students. procedures are clear to students. clear to students. Adaptations Teacher does not Teacher makes Teacher makes Based on the adapt assessments adaptations to adaptations to Individual Needs to meet the assessments that assessments that of Students individual needs of are appropriate to are appropriate to students or these meet the individual meet the individual assessments are needs of one needs of most GP 3 DP 5 inappropriate. student related to students. The There is no unit objectives adaptations are explanation explicitly regarding delineated and adaptations related contextualized. to unit objectives. Design for Instruction Rubric TWS Standard: The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. Planning explicitly reflects how all of these data come together to ensure student learning after you have designed and taught the unit.
Multiple and Approaches GP 4 DP 5 The assessment plan includes only one assessment mode and does not assess students before, during, and instruction. All assessments do not tie to instructional objectives. The assessment plan includes multiple modes before, during and after instruction, but all are either pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability. The assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence explicitly tied to instructional objectives. Technical Soundness Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students. Assessments appear to have validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students. Assessments are demonstrated to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students. Adaptations Based on the Individual Needs of Students GP 3 DP 5 Teacher does not adapt assessments to meet the individual needs of students or these assessments are inappropriate. There is no explanation regarding adaptations related to unit objectives. Teacher makes adaptations to assessments that are appropriate to meet the individual needs of one student related to unit objectives Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students. The adaptations are explicitly delineated and contextualized. Design for Instruction Rubric TWS Standard: The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. Planning explicitly reflects how all of these data come together to ensure student learning after you have designed and taught the unit.