- Engage students in communicating Engage students in communicating - Engage students in communicating about mathematics. mathematics. about mathematics. - Use students’ misconceptions as opportunities for learning. Element 3f - Plan, select, and implement - Plan, select, and implement Plan, select, and implement formative formative and summative formative and summative and summative assessments. Plan, select, implement, interpret, assessments. assessments. and use formative and summative - Interpret and use formative and Interpret and use formative and Interpret and use formative and assessments to inform instruction summative assessments to inform summative assessments to inform summative assessments to inform by reflecting on mathematical instruction by reflecting on instruction by reflecting on instruction by reflecting on proficiencies essential for all mathematical proficiencies essential mathematical proficiencies essential mathematical proficiencies essential students. for all students. for all students. for all students. - Use assessment results for subsequent instructional planning. Use both formative and summative Use both formative and summative Use both formative and summative Element 3g assessment data in making assessment data in making assessment data in making Monitor students’ progress, make instructional decisions. instructional decisions. instructional decisions. instructional decisions, and - Monitor students’ progress a - Monitor students’ progress using a - Monitor students’ progress using a measure students’ mathematical variety of assessment tools that variety of assessment tools that variety of assessment tools that gauge understanding and ability using gauge advancement toward stated gauge advancement toward stated advancement toward stated learning formative and summative learning goals. learning goals. goals. assessments. - Use both formative and summative - Use both formative and summative - Use, modify, and/or design both assessments to measure students’ assessments to measure students’ formative and summative assessments mathematical understanding and mathematical understanding and based upon students’ prior knowledge ability. ability. and experiences to measure students’ mathematical understanding and ability. - Design assessment processes that distinguish among developmental
- Engage students in communicating about mathematics. Engage students in communicating mathematics. - Engage students in communicating about mathematics. - Use students’ misconceptions as opportunities for learning. Element 3f Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. - Plan, select, and implement formative and summative assessments. Interpret and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. - Plan, select, and implement formative and summative assessments. Interpret and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. Plan, select, and implement formative and summative assessments. - Interpret and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students. - Use assessment results for subsequent instructional planning. Element 3g Monitor students’ progress, make instructional decisions, and measure students’ mathematical understanding and ability using formative and summative assessments. Use both formative and summative assessment data in making instructional decisions. - Monitor students’ progress a variety of assessment tools that gauge advancement toward stated learning goals. - Use both formative and summative assessments to measure students’ mathematical understanding and ability. Use both formative and summative assessment data in making instructional decisions. - Monitor students’ progress using a variety of assessment tools that gauge advancement toward stated learning goals. - Use both formative and summative assessments to measure students’ mathematical understanding and ability. Use both formative and summative assessment data in making instructional decisions. - Monitor students’ progress using a variety of assessment tools that gauge advancement toward stated learning goals. - Use, modify, and/or design both formative and summative assessments based upon students’ prior knowledge and experiences to measure students’ mathematical understanding and ability. - Design assessment processes that distinguish among developmental
NCTM%20CAEP%20Stan%202012%20Reviewer%20Rubrics%20-%20Sec%201.26.2016(2).docx