Unsatisfactory Basic Proficient Exemplary Few students are intellectually Some students are intellectually Most students are intellectually In addition to the characteristics of engaged in the lesson. engaged in the lesson. engaged in the lesson. “proficient”: Learning tasks require only recall Learning tasks are a mix of those Learning tasks have multiple correct Virtually all students are highly engaged in or have a single correct response requiring thinking and recall. responses or approaches and/or the lesson. or method. demand higher-order thinking. Students are in part passively Students take initiative to modify a The materials used ask students to engaged with the content, learning Students have some choice in how they learning task to make it more meaningful perform only rote tasks. primarily or procedures. complete learning tasks. or relevant to their needs. Only one type of instructional group Students have no choice in how they is a mix of different types of Students suggest modifications to the is used (whole group, small groups) complete tasks. groupings, suitable to the lesson grouping patterns used. when variety would better serve the objectives. The teacher uses different instructional Students have extensive choice in how instructional purpose. groupings; these are partially successful Materials and resources support the they complete tasks. Instructional materials used are in achieving the lesson objectives. learning goals and require intellectual Students suggest modifications or unsuitable to the lesson and/or the engagement, as appropriate. The materials and resources are additions to the materials being used. students. partially aligned to the lesson objectives The pacing of the lesson provides Students have an opportunity for both The lesson drags or is rushed. and only in some cases demand students the time needed to be reflection and closure the lesson to student thinking. intellectually engaged. consolidate their understanding. The pacing of the lesson is in parts, but rushed or dragging in others. Standard 3d: Using Assessment in Instruction Guiding Questions: Does the teacher pay close attention to evidence of student understanding?
Unsatisfactory Basic Proficient Exemplary Few students are intellectually engaged in the lesson. Learning tasks require only recall or have a single correct response or method. The materials used ask students to perform only rote tasks. Only one type of instructional group is used (whole group, small groups) when variety would better serve the instructional purpose. Instructional materials used are unsuitable to the lesson and/or the students. The lesson drags or is rushed. Some students are intellectually engaged in the lesson. Learning tasks are a mix of those requiring thinking and recall. Students are in part passively engaged with the content, learning primarily or procedures. Students have no choice in how they complete tasks. The teacher uses different instructional groupings; these are partially successful in achieving the lesson objectives. The materials and resources are partially aligned to the lesson objectives and only in some cases demand student thinking. The pacing of the lesson is in parts, but rushed or dragging in others. Most students are intellectually engaged in the lesson. Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking. Students have some choice in how they complete learning tasks. is a mix of different types of groupings, suitable to the lesson objectives. Materials and resources support the learning goals and require intellectual engagement, as appropriate. The pacing of the lesson provides students the time needed to be intellectually engaged. In addition to the characteristics of “proficient”: Virtually all students are highly engaged in the lesson. Students take initiative to modify a learning task to make it more meaningful or relevant to their needs. Students suggest modifications to the grouping patterns used. Students have extensive choice in how they complete tasks. Students suggest modifications or additions to the materials being used. Students have an opportunity for both reflection and closure the lesson to consolidate their understanding. Standard 3d: Using Assessment in Instruction Guiding Questions: Does the teacher pay close attention to evidence of student understanding?
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