Standard 7: Student Assessment and Data Analysis The Teacher Candidate understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction. Representing Indicator: 7.1 Effective Use of Assessments 0-The Teacher Candidate does 1-Emerging Candidate: The 2-Developing Candidate: The 3-Skilled Candidate: The 4-Exceeding Candidate: The not possess the necessary Teacher Candidate is able to Teacher Candidate is able to Teacher Candidate is able to Teacher Candidate adapts and knowledge, therefore, the articulate necessary knowledge articulate the necessary articulate necessary knowledge develops the lesson according to standard is not evident or is but does not demonstrate in knowledge and demonstrates in and demonstrates in the teaching environment/student effectively incorrect in performance. performance. performance with some success. performance. response (all descriptors in the skilled candidate (3) column must be met as well as at least Expected level of performance one descriptor below) by end of the student teaching semester. Collects no data from Collects limited or Uses multiple types of Uses multiple of Analyzes trend data to assessments to monitor incomplete assessment assessment data to assessments to respond instructionally the progress of data and does not monitor the progress of effectively monitor the resulting in a positive students. articulate how to use most students. progress of each student impact on student the data to monitor the and the class as a learning. Provides no evidence progress of students. Uses some formative whole. that formative assessment strategies to Uses multiple assessments are needed Articulates the need to partially gather data on Uses formative assessments to to future use formative student understanding assessment strategies to accurately monitor, instruction. assessment strategies to and sporadically effectively gather data analyze, and triangulate gather data on student implements adjustments student the progress of each an ethical understanding to guide to plan future understanding and uses student and the class as understanding of future instruction but instruction. it to plan future a whole. maintaining student does not implement. instruction. records. Maintains student Supports students in Articulates the records inconsistently Maintains student creating and articulating importance of but always in a records consistently and progress toward goals. maintaining the student confidential and ethical in a confidential and records ethically but manner. ethical manner. Uses formative does not always assessment strategies to demonstrate this adjust mid-lesson understanding in instruction on practice. student understanding. Provides evidence of how the lesson format, instructional techniques, etc. were designed using previously gathered assessment data. Comments:
Standard 7: Student Assessment and Data Analysis The Teacher Candidate understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction. Representing Indicator: 7.1 Effective Use of Assessments 0-The Teacher Candidate does not possess the necessary knowledge, therefore, the standard is not evident or is incorrect in performance. 1-Emerging Candidate: The Teacher Candidate is able to articulate necessary knowledge but does not demonstrate in performance. 2-Developing Candidate: The Teacher Candidate is able to articulate the necessary knowledge and demonstrates in performance with some success. 3-Skilled Candidate: The Teacher Candidate is able to articulate necessary knowledge and effectively demonstrates in performance. Expected level of performance by end of the student teaching semester. 4-Exceeding Candidate: The Teacher Candidate adapts and develops the lesson according to the teaching environment/student response (all descriptors in the skilled candidate (3) column must be met as well as at least one descriptor below) Collects no data from assessments to monitor the progress of students. Provides no evidence that formative assessments are needed to future instruction. an ethical understanding of maintaining student records. Collects limited or incomplete assessment data and does not articulate how to use the data to monitor the progress of students. Articulates the need to use formative assessment strategies to gather data on student understanding to guide future instruction but does not implement. Articulates the importance of maintaining the student records ethically but does not always demonstrate this understanding in practice. Uses multiple types of assessment data to monitor the progress of most students. Uses some formative assessment strategies to partially gather data on student understanding and sporadically implements adjustments to plan future instruction. Maintains student records inconsistently but always in a confidential and ethical manner. Uses multiple of assessments to effectively monitor the progress of each student and the class as a whole. Uses formative assessment strategies to effectively gather data student understanding and uses it to plan future instruction. Maintains student records consistently and in a confidential and ethical manner. Analyzes trend data to respond instructionally resulting in a positive impact on student learning. Uses multiple assessments to accurately monitor, analyze, and triangulate the progress of each student and the class as a whole. Supports students in creating and articulating progress toward goals. Uses formative assessment strategies to adjust mid-lesson instruction on student understanding. Provides evidence of how the lesson format, instructional techniques, etc. were designed using previously gathered assessment data. Comments: