Teacher uses data collection as evidence that all students are assessed and uses the data to inform instruction. Teacher uses project-based activities to assess for mastery (to include by not limited to: quick writes, dioramas, foldables, cubing, brochures, shoebox, project boards, etc). Teacher clearly articulates expectations for grading practices/scales (to include but not limited to: identify frequency/rigor of assignments, indicate types of assessments, provides assessments that are aligned with rigor and content of SOLs, etc.). Teacher regularly reviews grades with students and clearly outlines expectations for growth. Teacher grading practices reflect evidence that the teacher reteaches material and allow students to retest to demonstrate mastery. Teacher assigns grades that are snapshots of a student’s progress towards mastering a given objective. Teacher keeps grade book current with appropriate, school approved weights and types of assessments. Teacher uses research-based strategies, interventions, and formative assessments with fidelity and results are used to re-teach for mastery. Teacher assessments reflect the written, taught, and tested SOL curriculum. Teacher provides evidence of annotations and verbiage in lesson plans. Teacher administers aligned and varied assessments that measure student mastery on a given objective or unit of instruction. Teacher administers assessments that are aligned to standards. Student Look Fors None Indicator 4.6: Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning. Teacher Look Fors Teacher adjusts lesson plans, pacing guides, objectives, remediation, and student groupings weekly (at minimum) based on formative and summative assessment results and student level of mastery. Teacher uses assessment data to form lessons for next day and/or create differentiated, flexible student groups. Teacher plans and uses higher-level cognitive questions in daily instruction to deepen student thinking and understanding and monitor student learning. Teachers maintain artifacts of evidence of student mastery (to include but not limited to: folder of work samples, chronological records, interactive notebooks, entrance/exit tickets, individual goal sheets, etc.).
Teacher uses data collection as evidence that all students are assessed and uses the data to inform instruction. Teacher uses project-based activities to assess for mastery (to include by not limited to: quick writes, dioramas, foldables, cubing, brochures, shoebox, project boards, etc). Teacher clearly articulates expectations for grading practices/scales (to include but not limited to: identify frequency/rigor of assignments, indicate types of assessments, provides assessments that are aligned with rigor and content of SOLs, etc.). Teacher regularly reviews grades with students and clearly outlines expectations for growth. Teacher grading practices reflect evidence that the teacher reteaches material and allow students to retest to demonstrate mastery. Teacher assigns grades that are snapshots of a student’s progress towards mastering a given objective. Teacher keeps grade book current with appropriate, school approved weights and types of assessments. Teacher uses research-based strategies, interventions, and formative assessments with fidelity and results are used to re-teach for mastery. Teacher assessments reflect the written, taught, and tested SOL curriculum. Teacher provides evidence of annotations and verbiage in lesson plans. Teacher administers aligned and varied assessments that measure student mastery on a given objective or unit of instruction. Teacher administers assessments that are aligned to standards. Student Look Fors None Indicator 4.6: Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning. Teacher Look Fors Teacher adjusts lesson plans, pacing guides, objectives, remediation, and student groupings weekly (at minimum) based on formative and summative assessment results and student level of mastery. Teacher uses assessment data to form lessons for next day and/or create differentiated, flexible student groups. Teacher plans and uses higher-level cognitive questions in daily instruction to deepen student thinking and understanding and monitor student learning. Teachers maintain artifacts of evidence of student mastery (to include but not limited to: folder of work samples, chronological records, interactive notebooks, entrance/exit tickets, individual goal sheets, etc.).