Writing: Formative and Summative Assessment Demonstrator 1. Assessments Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement. Limited/No Implementation Needs Improvement Proficient Distinguished Teachers rarely collaborate to Teachers occasionally participate in a Teachers engage regularly in a Teachers engage in a systemic develop or align writing and limited collaborative approach to collaborative approach to develop school-wide collaborative approach communication assessments across develop or align writing and and/or align writing and to develop and/or align writing and grade levels and content areas. communication assessments across communication assessments across communication assessments across grade levels and content areas. grade levels and content areas. grade levels and content areas, and monitor the impact on student learning over time. To what extent do teachers engage regularly in a collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas? Teachers lack a plan to monitor Teachers develop a plan to monitor Teachers develop and implement a Teachers consistently implement a student progress in developing student progress in writing and plan to monitor student progress in plan to monitor student progress in writing and communication skills communication skills consistent with writing and communication skills writing and communication skills consistent with grade-level writing grade-level writing standards and consistent with grade-level writing consistent with grade-level writing formative assessments. standards and formative assessments. standards, formative assessments, standards. and respond to evidence through revised instruction. To what extent do teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments? Teachers infrequently provide Teachers provide some feedback on c) Teachers, peers, and others Teachers, peers, and others provide feedback on writing and writing and communication on regular, specific feedback on provide regular feedback student’s student’s students’ communication products as part of a products as part of a constructive writing and communication products as writing and student’s constructive feedback process. feedback process. part of a constructive feedback process communication products as part of a that is subsequently applied by constructive feedback process that is students to improve their subsequently applied by students to communications. improve their communications and initiate student-directed learning. To what extent do teachers, peers and others provide regular feedback on writing and communication products as part of a constructive feedback process that is students’ subsequently applied by students to improve their communications?
Writing: Formative and Summative Assessment Demonstrator 1. Assessments Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement. Limited/No Implementation Needs Improvement Proficient Distinguished Teachers rarely collaborate to develop or align writing and communication assessments across grade levels and content areas. Teachers occasionally participate in a limited collaborative approach to develop or align writing and communication assessments across grade levels and content areas. Teachers engage regularly in a collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas. Teachers engage in a systemic school-wide collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas, and monitor the impact on student learning over time. To what extent do teachers engage regularly in a collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas? Teachers lack a plan to monitor student progress in developing writing and communication skills consistent with grade-level writing standards. Teachers develop a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments. Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments. Teachers consistently implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards, formative assessments, and respond to evidence through revised instruction. To what extent do teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments? Teachers infrequently provide feedback on student’s writing and communication products as part of a constructive feedback process. Teachers provide some feedback on student’s writing and communication products as part of a constructive feedback process. c) Teachers, peers, and others provide regular feedback on students’ writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications. Teachers, peers, and others provide regular, specific feedback on student’s writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications and initiate student-directed learning. To what extent do teachers, peers and others provide regular feedback on students’ writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications?