There is little or no Assessment is used sporadically Assessment is used regularly by Assessment is fully integrated into assessment or monitoring of by teacher and/or students during instruction through extensive use student learning; feedback is teacher and/or students to the lesson through monitoring of of formative assessment. absent or of poor quality. support instruction through learning progress and results in Students appear to be aware of, some monitoring of progress in accurate, specific feedback that Students do not appear to be and there is some evidence that learning. advances learning. aware of the assessment they have contributed to, the criteria and do not engage in Feedback to students is general, Students appear to be aware of assessment criteria. self-assessment. students appear to be only the Students self-assess and monitor partially aware of the assessment assessment criteria; some of progress. criteria used to evaluate their them engage in self-assessment. A variety of feedback, from both work, and few assess their own Questions, prompts, their teacher and their peers, is work. assessments are used to accurate, specific, and advances Questions, prompts, and diagnose evidence of learning. learning. assessments are rarely used to Questions, prompts, assessments diagnose evidence of learning. are used regularly to diagnose evidence of learning by individual students. Standard 3d: Using Assessment in Instruction Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary
There is little or no assessment or monitoring of student learning; feedback is absent or of poor quality. Students do not appear to be aware of the assessment criteria and do not engage in self-assessment. Assessment is used sporadically by teacher and/or students to support instruction through some monitoring of progress in learning. Feedback to students is general, students appear to be only partially aware of the assessment criteria used to evaluate their work, and few assess their own work. Questions, prompts, and assessments are rarely used to diagnose evidence of learning. Assessment is used regularly by teacher and/or students during the lesson through monitoring of learning progress and results in accurate, specific feedback that advances learning. Students appear to be aware of the assessment criteria; some of them engage in self-assessment. Questions, prompts, assessments are used to diagnose evidence of learning. Assessment is fully integrated into instruction through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students self-assess and monitor progress. A variety of feedback, from both their teacher and their peers, is accurate, specific, and advances learning. Questions, prompts, assessments are used regularly to diagnose evidence of learning by individual students. Standard 3d: Using Assessment in Instruction Possible evidence / Critical attributes to look for: Unsatisfactory Basic Proficient Exemplary
sample-school-district-eval-system.docx