III. Assessment Plan Rubric TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction. Item Rating 1 2 3 Score / . Comments # Indicator Not Met Indicator Partially Indicator Met Indicator . Met 3.1 Alignment with Content and methods Some of the learning Each of the learning Learning Goals and of assessment lack goals are assessed goals is assessed congruence with through the assessment through the assessment Instruction learning goals or lack plan, but many are not plan; assessments are cognitive complexity. congruent with learning congruent with the goals in content and learning goals in cognitive complexity. content and cognitive complexity. 3.2 Clarity of Criteria The assessments Assessment criteria Assessment criteria are and Standards for contain no clear criteria have been developed, clear and are explicitly Performance for measuring student but they are not clear or linked to the learning performance relative to are not explicitly linked goals. the learning goals. to the learning goals. 3.3 Multiple Modes and The assessment plan The assessment plan The assessment plan Approaches includes only one includes multiple includes multiple assessment mode and modes but all are either assessment modes does not assess pencil/paper based (i.e. (including performance students before, during, they are not assessments, lab and after instruction. performance reports, research assessments) and/or do projects, etc.) and not require the assesses student integration of performance knowledge, skills and throughout the reasoning ability. instructional sequence. 3.4 Technical Soundness Assessments are not Assessments appear to Assessments appear to have some validity. be valid; scoring valid; scoring Some scoring procedures are procedures are absent procedures are explained; most items or inaccurate; items or explained; some items or prompts are clearly prompts are poorly or prompts are clearly written; directions and written; directions and written; some procedures are clear to procedures are directions and students. confusing to students. procedures are clear to students. 3.5 Adaptations Based on Teacher does not adapt Teacher makes Teacher makes the Individual Needs assessments to meet the adaptations to adaptations to individual needs of assessments that are assessments that are of Students students or these appropriate to meet the appropriate to meet the assessments are individual needs of individual needs of inappropriate. some students. most students.
III. Assessment Plan Rubric Item # Rating . Indicator . 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score / Comments 3.1 Alignment with Learning Goals and Instruction Content and methods of assessment lack congruence with learning goals or lack cognitive complexity. Some of the learning goals are assessed through the assessment plan, but many are not congruent with learning goals in content and cognitive complexity. Each of the learning goals is assessed through the assessment plan; assessments are congruent with the learning goals in content and cognitive complexity. 3.2 Clarity of Criteria and Standards for Performance The assessments contain no clear criteria for measuring student performance relative to the learning goals. Assessment criteria have been developed, but they are not clear or are not explicitly linked to the learning goals. Assessment criteria are clear and are explicitly linked to the learning goals. 3.3 Multiple Modes and Approaches The assessment plan includes only one assessment mode and does not assess students before, during, and after instruction. The assessment plan includes multiple modes but all are either pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability. The assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence. 3.4 Technical Soundness Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students. Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students. Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students. 3.5 Adaptations Based on the Individual Needs of Students Teacher does not adapt assessments to meet the individual needs of students or these assessments are inappropriate. Teacher makes adaptations to assessments that are appropriate to meet the individual needs of some students. Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students. TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.
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