Indicators of Evidence of Indicators O S N Differentiation Item Principle Three: Continuous Assessment and How will I determine what students know, understand, and are able to do? Adjustment 9. All students are graded fairly based Grades are based solely on individual student performance related to what they know, on their progress toward mastery understand, and are able to do rather than grades based on elements (e.g., effort, attitude, of skills associated with standards participation) that are not related to standards-based performance. and benchmarks or access points. Final grades are not based on student performance during their early stages of learning, practicing, and acquiring new skills. Authentic assessment formats are used to grade student progress. For example, rubrics, portfolios, student-led conferences, student self-assessment, etc. How will I use formative (ongoing) assessment information to focus and adjust my instruction? 10. All students have opportunities to Students are pre-assessed to determine their current level of knowledge, skill, and demonstrate their prior knowledge understanding before beginning a new lesson or unit of study. and skills before beginning a new course of study. Pre-assessment data are used to make decisions about instructional content and activities for new lessons or units of study. 11. All students receive instruction Formative (ongoing) assessment is used to obtain information about all students and adjust based upon formative (ongoing) instruction based on students’ readiness, interests, and learning preferences. assessment. Totals for Principle Three:
Item Indicators of Differentiation Evidence of Indicators O S N Principle Three: Continuous Assessment and Adjustment How will I determine what students know, understand, and are able to do? 9. All students are graded fairly based on their progress toward mastery of skills associated with standards and benchmarks or access points. Grades are based solely on individual student performance related to what they know, understand, and are able to do rather than grades based on elements (e.g., effort, attitude, participation) that are not related to standards-based performance. Final grades are not based on student performance during their early stages of learning, practicing, and acquiring new skills. Authentic assessment formats are used to grade student progress. For example, rubrics, portfolios, student-led conferences, student self-assessment, etc. How will I use formative (ongoing) assessment information to focus and adjust my instruction? 10. All students have opportunities to demonstrate their prior knowledge and skills before beginning a new course of study. Students are pre-assessed to determine their current level of knowledge, skill, and understanding before beginning a new lesson or unit of study. Pre-assessment data are used to make decisions about instructional content and activities for new lessons or units of study. 11. All students receive instruction based upon formative (ongoing) assessment. Formative (ongoing) assessment is used to obtain information about all students and adjust instruction based on students’ readiness, interests, and learning preferences. Totals for Principle Three:
FIN-DI%20Self-Assessment%20Tool.docx