Teacher makes reference to the learning goal throughout Students can explain the meaning of the levels of the lesson. performance articulated in the scale or rubric. Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it. Teacher makes reference to the scale or rubric throughout the lesson. Innovating Applying Developing Not Using Adapts and creates new Provides a clearly stated Provides a clearly stated Uses strategy strategies for unique learning goal accompanied by learning goal accompanied by incorrectly or with student needs and a scale or rubric that a scale or rubric that parts missing or situations. describes levels of describes levels of strategy was called for performance and monitors performance. but not exhibited. students’ understanding of the learning goal and the levels of performance. Element 2: Tracking Student Progress *The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment. Teacher Evidence Student Evidence Teacher helps students track their individual progress on Students can describe their status relative to the learning the learning goal. goal using the scale or rubric Teacher assigns scores using a scale or rubric that depicts Students systematically update their status on the student status relative to the learning goal. learning goal. Teacher uses formal and informal means to assign scores to students. Teacher charts the progress of the entire class on the learning goal. Innovating Applying Developing Not Using Adapts and creates new Facilitates tracking of student Facilitates tracking of Uses strategy incorrectly or strategies for unique progress using a formative student progress using with parts missing or student needs and approach to assessment and a formative approach to strategy was called for but situations. monitors the extent to which assessment. not exhibited. students understand their level of performance.
Teacher makes reference to the learning goal throughout the lesson. Students can explain the meaning of the levels of performance articulated in the scale or rubric. Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it. Teacher makes reference to the scale or rubric throughout the lesson. Innovating Applying Developing Not Using Adapts and creates new strategies for unique student needs and situations. Provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance and monitors students’ understanding of the learning goal and the levels of performance. Provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance. Uses strategy incorrectly or with parts missing or strategy was called for but not exhibited. Element 2: Tracking Student Progress *The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment. Teacher Evidence Student Evidence Teacher helps students track their individual progress on the learning goal. Students can describe their status relative to the learning goal using the scale or rubric Teacher assigns scores using a scale or rubric that depicts student status relative to the learning goal. Students systematically update their status on the learning goal. Teacher uses formal and informal means to assign scores to students. Teacher charts the progress of the entire class on the learning goal. Innovating Applying Developing Not Using Adapts and creates new strategies for unique student needs and situations. Facilitates tracking of student progress using a formative approach to assessment and monitors the extent to which students understand their level of performance. Facilitates tracking of student progress using a formative approach to assessment. Uses strategy incorrectly or with parts missing or strategy was called for but not exhibited.