for evaluation input for evaluation for evaluation 3b. Proficiency levels No proficiency levels Proficiency levels Proficiency levels Proficiency levels explicitly Students participate in established prior to CFA established established but not established and rubric shared with students in a creating proficiency (Performance/Authentic shared with students shared with students after rubric prior to CFA levels prior to CFA Assess.) performance or product 4b. Rubric created for No rubric created Rubric created prior to Rubric created prior to CFA Rubric created and shared Students create performance assessment CFA but not shared with and shared with students with students prior to CFA reasonable and CFAs students after CFA understandable criteria for evaluation Please evaluate all of the following criteria: 5 RBT The CFA has no The CFA only measures The CFA includes measures The CFA includes measures of The CFA includes identifiable connections the Remembering level of of the Remembering, the Remembering, measures of the to RBT RBT Understanding, and Understanding, Applying, and Remembering, Applying levels of RBT Analyzing levels of RBT Understanding, Applying, Analyzing, and Evaluating levels of RBT 6 Provides useful information Provides no information Provides little Provides much valuable Provides much valuable Students actively reflect for “next instructional steps” about student information about student information about student information for student on their understanding, understanding, understanding, understanding, knowledge reflection of their knowledge, skills using knowledge and skill knowledge and skill and skill metacognitive skills data from CFA 7 Rationale for type of CFA No rationale Rationale for CFA not CFA selected is most N/A N/A aligned with Enduring suitable method for Understandings and assessing Enduring Essential Questions Understandings and Essential Questions
for evaluation input for evaluation for evaluation 3b. Proficiency levels established prior to CFA (Performance/Authentic Assess.) No proficiency levels established Proficiency levels established but not shared with students Proficiency levels established and rubric shared with students after performance or product Proficiency levels explicitly shared with students in a rubric prior to CFA Students participate in creating proficiency levels prior to CFA 4b. Rubric created for performance assessment CFAs No rubric created Rubric created prior to CFA but not shared with students Rubric created prior to CFA and shared with students after CFA Rubric created and shared with students prior to CFA Students create reasonable and understandable criteria for evaluation Please evaluate all of the following criteria: 5 RBT The CFA has no identifiable connections to RBT The CFA only measures the Remembering level of RBT The CFA includes measures of the Remembering, Understanding, and Applying levels of RBT The CFA includes measures of the Remembering, Understanding, Applying, and Analyzing levels of RBT The CFA includes measures of the Remembering, Understanding, Applying, Analyzing, and Evaluating levels of RBT 6 Provides useful information for “next instructional steps” Provides no information about student understanding, knowledge and skill Provides little information about student understanding, knowledge and skill Provides much valuable information about student understanding, knowledge and skill Provides much valuable information for student reflection of their metacognitive skills Students actively reflect on their understanding, knowledge, skills using data from CFA 7 Rationale for type of CFA No rationale Rationale for CFA not aligned with Enduring Understandings and Essential Questions CFA selected is most suitable method for assessing Enduring Understandings and Essential Questions N/A N/A
Framework%20for%20Facilitating%20the%20Professional%20Learning%20Community%20Flow.docx