implementing, and implementing, and interpreting interpreting formative and formative and summative summative assessments. assessments. Monitor progress, make Candidate rarely Candidate Candidate almost students’ instructional decisions, and measure uses formative and consistently uses always uses both mathematical understanding and students’ summative both formative and formative and ability using formative and summative assessments to summative summative assessments. (3g) inform instructional assessments to assessments to decisions. inform instructional inform instructional decisions, measure decisions, measure students’ students’ understandings, and understandings, and monitor monitor students’ students’ progress. progress. Criteria Unacceptable Acceptable Target Ratings of Unacceptable Must Include Specific Improvements to be Made
implementing, and interpreting formative and summative assessments. implementing, and interpreting formative and summative assessments. Monitor students’ progress, make instructional decisions, and measure students’ mathematical understanding and ability using formative and summative assessments. (3g) Candidate rarely uses formative and summative assessments to inform instructional decisions. Candidate consistently uses both formative and summative assessments to inform instructional decisions, measure students’ understandings, and monitor students’ progress. Candidate almost always uses both formative and summative assessments to inform instructional decisions, measure students’ understandings, and monitor students’ progress. Criteria Unacceptable Acceptable Target Ratings of Unacceptable Must Include Specific Improvements to be Made