the candidate have present. aligned with with the learners during the was provided during that the instructional the lesson, lesson (verbally). the lesson. objectives were met? Assessment of learning ● learning objectives objectives Candidate had clear Learners ● ● was not aligned to and evidence that learning their the lesson’s Standards objectives were met based progress based on objectives. addressed. on stated criteria. what they have learned and what they still need . The candidate had some to know. ● ● Assessment evidence of where to take was stated in the next day’s lesson based Learners had clear ● terms of on the assessment. goals for improvement. student performance. Standards USA- InTASC Model Core Teaching Standards (2015) Standard: Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Essential Knowledge: 6(n) The teacher understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback. Critical Disposition: 6(q) The teacher is committed to engaging learners actively in assessment processes and to developing each learner’s capacity to review and communicate their own progress and learning. Critical Disposition: 6(s) The teacher is committed to providing timely and effective descriptive feedback to learners on their progress. ASSESSMENT-2 No feedback was General (Met Level 2 AND) (Met Level Three AND) ● ● What kind of given during the feedback formative feedback lesson. indicated Specific feedback Feedback focused on ● ● did the candidate give what learners indicated what learners did longer term learning the learners during did right OR right AND wrong. goals. this lesson. wrong. Feedback was Feedback protocol ● ● Feedback individualized for some was built into the ● was primarily students and small groups, lesson (peer editing, limited to the as well as provided to the self-checking, whole class whole class. finding/fixing errors, or a few rubrics, listed criteria).
the candidate have that the instructional objectives were met? present. ● Assessment of learning objectives was not aligned to the lesson’s objectives. . aligned with the lesson, learning objectives and Standards addressed. ● Assessment was stated in terms of student performance. with the learners during the lesson (verbally). ● Candidate had clear evidence that learning objectives were met based on stated criteria. ● The candidate had some evidence of where to take the next day’s lesson based on the assessment. was provided during the lesson. ● Learners their progress based on what they have learned and what they still need to know. ● Learners had clear goals for improvement. Standards USA- InTASC Model Core Teaching Standards (2015) Standard: Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Essential Knowledge: 6(n) The teacher understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback. Critical Disposition: 6(q) The teacher is committed to engaging learners actively in assessment processes and to developing each learner’s capacity to review and communicate their own progress and learning. Critical Disposition: 6(s) The teacher is committed to providing timely and effective descriptive feedback to learners on their progress. ASSESSMENT-2 What kind of formative feedback did the candidate give the learners during this lesson. ● No feedback was given during the lesson. ● General feedback indicated what learners did right OR wrong. ● Feedback was primarily limited to the whole class or a few (Met Level 2 AND) ● Specific feedback indicated what learners did right AND wrong. ● Feedback was individualized for some students and small groups, as well as provided to the whole class. (Met Level Three AND) ● Feedback focused on longer term learning goals. ● Feedback protocol was built into the lesson (peer editing, self-checking, finding/fixing errors, rubrics, listed criteria).
observation_form_2017_0.docx