Assessments are not aligned Constructs and/or selects Constructs and/or selects Constructs and/or selects 6.1 Designs and/or selects with learning objectives and/ formative and summative formative and summative assessments that clearly assessments that match or do not enable students to assessments that sometimes assessments that align with inform students of their learning objectives with demonstrate their learning. do not align with learning learning objectives and use progress and encourage them assessment methods objectives, and may use multiple measures for learners to take responsibility for so that learners can limited measures for learners to demonstrate what they their learning by showing an demonstrate their to demonstrate what they know. understanding of where they knowledge and skills. know. are and their next steps for learning. Uses assessment solely as a Documents, analyzes and Documents, analyzes and Documents, analyzes and 6.2 Works independently means to determine a grade interprets limited student interprets a variety of interprets a variety of and collaboratively to and/or neither examines assessment data independently student assessment data, student assessment data, examine formative and assessment data independently and with colleagues, and/or independently and with independently and with summative assessment data nor with colleagues to inform assessment data is sometimes colleagues, to identify colleagues, resulting in a to identify student learning instructional decisions. used to identify student individual student learning continuous feedback loop of needs and strengths to learning needs. needs, trends, and patterns effective assessment informing inform instruction. among groups of students to effective instruction. inform instruction. Performance standards are not Sometimes provides Provides explicit performance Models and facilitates 6.3 Engages learners provided to students. Rarely performance standards for standards for student work. processes that involve students in understanding and provides models or guidance student work and/or standards Provides models and guides in examining and assessing identifying quality work for students to improve the may lack specific expectations. students in methods for their work products, both and provides them with quality of their work. Sometimes provides models improving the quality of their individually and collectively, effective descriptive and guides students in work. using clearly defined feedback to guide their methods for improving the performance standards. progress. quality of their work. Allocates time to provide specific descriptive feedback to individual learners. Standard 6: Assessment (continued) The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Guiding Questions Evidence Examples
6.1 Designs and/or selects assessments that match learning objectives with assessment methods so that learners can demonstrate their knowledge and skills. Assessments are not aligned with learning objectives and/ or do not enable students to demonstrate their learning. Constructs and/or selects formative and summative assessments that sometimes do not align with learning objectives, and may use limited measures for learners to demonstrate what they know. Constructs and/or selects formative and summative assessments that align with learning objectives and use multiple measures for learners to demonstrate what they know. Constructs and/or selects assessments that clearly inform students of their progress and encourage them to take responsibility for their learning by showing an understanding of where they are and their next steps for learning. 6.2 Works independently and collaboratively to examine formative and summative assessment data to identify student learning needs and strengths to inform instruction. Uses assessment solely as a means to determine a grade and/or neither examines assessment data independently nor with colleagues to inform instructional decisions. Documents, analyzes and interprets limited student assessment data independently and with colleagues, and/or assessment data is sometimes used to identify student learning needs. Documents, analyzes and interprets a variety of student assessment data, independently and with colleagues, to identify individual student learning needs, trends, and patterns among groups of students to inform instruction. Documents, analyzes and interprets a variety of student assessment data, independently and with colleagues, resulting in a continuous feedback loop of effective assessment informing effective instruction. 6.3 Engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress. Performance standards are not provided to students. Rarely provides models or guidance for students to improve the quality of their work. Sometimes provides performance standards for student work and/or standards may lack specific expectations. Sometimes provides models and guides students in methods for improving the quality of their work. Provides explicit performance standards for student work. Provides models and guides students in methods for improving the quality of their work. Models and facilitates processes that involve students in examining and assessing their work products, both individually and collectively, using clearly defined performance standards. Allocates time to provide specific descriptive feedback to individual learners. Standard 6: Assessment (continued) The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Guiding Questions Evidence Examples
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