Assessment Assessment Plans: Assessment Plans: Assessment Plans: Assessment Plans: are consistently aligned with state are aligned with state content are sometimes aligned with state are rarely aligned with content content standards. standards. content standards. standards. have appropriate measurement have ambiguous measurement have clear measurement criteria. have measurement criteria. criteria. criteria. measure student performance in more measure student performance in measure student performance in more measure student performance in than two ways (e.g., in the form of a more than one way (e.g., in the form than three ways (e.g., in the form of a less than two ways (e.g., in the form project, experiment, presentation, of a project, experiment, project, experiment, presentation, essay, short answer, or multiple choice presentation, essay, short answer, or of a project, experiment, essay, short answer, or multiple choice test). multiple choice test). presentation, essay, short answer, test. or multiple choice test). require written tasks. require limited written tasks. require extended written tasks. include performance checks, include performance checks include performance checks but may are portfolio-based with clear although the purpose of these throughout the school year. not be monitored consistently. illustrations of student progress checks is not clear. toward state content standards. include descriptions of how assessment results will be used to inform future instruction. Description of Consistent Evidence of Student Centered Some Evidence of Student Centered Moving Towards Student Centered Heavy emphasis on Teacher Direction – Qualifying Learning/Student Ownership of Learning- Learning/ Student Ownership of Learning Learning/Student Ownership of Learning- Minimal Evidence of Student Ownership Measures Teacher Facilitates the Learning. Teacher Facilitates the Learning Consistent Reliance on Teacher Direction. of Learning –
Assessment Assessment Plans: are consistently aligned with state content standards. have appropriate measurement criteria. measure student performance in more than three ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test. require extended written tasks. are portfolio-based with clear illustrations of student progress toward state content standards. include descriptions of how assessment results will be used to inform future instruction. Assessment Plans: are aligned with state content standards. have clear measurement criteria. measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test). require written tasks. include performance checks throughout the school year. Assessment Plans: are sometimes aligned with state content standards. have measurement criteria. measure student performance in more than one way (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test). require limited written tasks. include performance checks but may not be monitored consistently. Assessment Plans: are rarely aligned with content standards. have ambiguous measurement criteria. measure student performance in less than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test). include performance checks, although the purpose of these checks is not clear. Description of Qualifying Measures Consistent Evidence of Student Centered Learning/Student Ownership of Learning- Teacher Facilitates the Learning. Some Evidence of Student Centered Learning/ Student Ownership of Learning – Teacher Facilitates the Learning Moving Towards Student Centered Learning/Student Ownership of Learning- Consistent Reliance on Teacher Direction. Heavy emphasis on Teacher Direction – Minimal Evidence of Student Ownership of Learning