VI. Analysis of Student Learning Rubric TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Item Rating 1 2 3 Score . # Indicator Not Met Indicator Partially Indicator Met Indicator . Met 6.1 Clarity and Presentation is not Presentation is Presentation is easy to Accuracy of clear and accurate; it understandable and understand and Presentation does not accurately contains few errors. contains no errors of reflect the data. representation. Analysis of student Analysis of student Analysis is fully 6.2 Alignment with Learning Goals learning is not aligned learning is partially aligned with learning with learning goals. aligned with learning goals and provides a goals and/or fails to comprehensive profile provide a of student learning for comprehensive profile the whole class, of student learning subgroups, and two relative to the goals for individuals. the whole class, subgroups, and two individuals. 6.3 Interpretation Interpretation is Interpretation is Interpretation is of Data inaccurate, and technically accurate, meaningful, and conclusions are missing but conclusions are appropriate conclusions or unsupported by data. missing or not fully are drawn from the supported by data. data. 6.4 Evidence of Analysis of student Analysis of student Analysis of student Impact on learning fails to include learning includes learning includes Student evidence of impact on incomplete evidence of evidence of the impact Learning student learning in the impact on student on student learning in terms of numbers of learning in terms of terms of number of students who achieved numbers of students students who achieved and made progress who achieved and and made progress toward learning goals. made progress toward toward each learning learning goals. goal.
VI. Analysis of Student Learning Rubric TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Item # Rating . Indicator . 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score 6.1 Clarity and Accuracy of Presentation Presentation is not clear and accurate; it does not accurately reflect the data. Presentation is understandable and contains few errors. Presentation is easy to understand and contains no errors of representation. 6.2 Alignment with Learning Goals Analysis of student learning is not aligned with learning goals. Analysis of student learning is partially aligned with learning goals and/or fails to provide a comprehensive profile of student learning relative to the goals for the whole class, subgroups, and two individuals. Analysis is fully aligned with learning goals and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals. 6.3 Interpretation of Data Interpretation is inaccurate, and conclusions are missing or unsupported by data. Interpretation is technically accurate, but conclusions are missing or not fully supported by data. Interpretation is meaningful, and appropriate conclusions are drawn from the data. 6.4 Evidence of Impact on Student Learning Analysis of student learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward learning goals. Analysis of student learning includes incomplete evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward learning goals. Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each learning goal.
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