Assessment # 8 Scoring Guide: Assessment-Instruction-Coaching Initiative IRA Standards Met Target Acceptable Unacceptable Rating 2.1, 2.2, 2.3,3.1, 3.2, 3 2 1 3.3, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4 ASSESSMENT: A wide variety of An adequate variety An inadequate Candidates use materials of materials variety of instructional covering the covering the varied materials covering grouping options varied needs of all needs of many the varied needs of (2.1), a wide range of levels of readers levels of readers are readers are used. instructional are used. A clear used. There is a There is little or no approaches, link to assessment link to assessment link to assessment practices, methods, results is shown. results. results. technology (2.2), and curriculum materials (2.3) for learners at differing stages of development and from differing cultural and linguistic backgrounds (2.1, 2.2, 2.3). ASSESSMENT: A Some assessments Multiple Little or no wide range of assessments were were used pre, assessments were used pre, during, used pre, during, assessment tools are during, and post and post instruction and post instruction used (3.1) to place instruction so that so that student so that student students on a student learning is learning is assessed learning is assessed developmental assessed and some and information and little or no continuum that information used used during information used identifies during instruction. students’ instruction. There during instruction. proficiencies and There is a is a vivid There is little or no difficulties description and (3.2). description and description and This assessment is analysis of analysis of analysis of used to plan, processes and processes and processes and evaluate, revise responses. responses. responses. effective instruction to meet the needs of all students (3.3). (3.1, 3.2, 3.3).
Assessment # 8 Scoring Guide: Assessment-Instruction-Coaching Initiative IRA Standards Met 2.1, 2.2, 2.3,3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4 Target 3 Acceptable 2 Unacceptable 1 Rating ASSESSMENT: Candidates use instructional grouping options (2.1), a wide range of instructional approaches, practices, methods, technology (2.2), and curriculum materials (2.3) for learners at differing stages of development and from differing cultural and linguistic backgrounds (2.1, 2.2, 2.3). A wide variety of materials covering the varied needs of all levels of readers are used. A clear link to assessment results is shown. An adequate variety of materials covering the varied needs of many levels of readers are used. There is a link to assessment results. An inadequate variety of materials covering the varied needs of readers are used. There is little or no link to assessment results. ASSESSMENT: A wide range of assessment tools are used (3.1) to place students on a developmental continuum that identifies students’ proficiencies and difficulties (3.2). This assessment is used to plan, evaluate, revise effective instruction to meet the needs of all students (3.3). (3.1, 3.2, 3.3). Multiple assessments were used pre, during, and post instruction so that student learning is assessed and information used during instruction. There is a vivid description and analysis of processes and responses. Some assessments were used pre, during, and post instruction so that student learning is assessed and some information used during instruction. There is a description and analysis of processes and responses. Little or no assessments were used pre, during, and post instruction so that student learning is assessed and little or no information used during instruction. There is little or no description and analysis of processes and responses.
SWOSU%20Reading%20Program%20Report%209-2010.docx