Early Childhood 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Education 1830, Elementary Elementary 1 2.33% 5 0.05% 20 46.51% 17 39.53% 43 Special Education, 0 0.00% 1 0.00% 7 35.00% 12 60.00% 20 Elementary 6.2 The 2014-2015 Rare Occasional Frequent Consistent teacher uses 0 0.00% 4 6.45% 27 43.55% 31 50.00% 62 Elementary multiple methods of 2015-2016 Rare Occasional Frequent Consistent Total assessment to Childhood 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2 engage Education 1802, students in Elementary their own Early Childhood 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 growth, to Education 1830, monitor Elementary student Elementary 1 2.33% 7 0.05% 22 51.16% 13 30.23% 43 progress, and Special Education, 0 0.00% 1 0.00% 7 35.00% 12 60.00% 20 to guide the Elementary teacher candidate’s and student’s decision making. Responses From Year Candidate Survey: Items Related to Assessment: Create Effective Assessments to Measure Learning (Item 10). Table 31 Standard 10: Creates Effective Assessments to Measure Learning
Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Elementary 1 2.33% 5 0.05% 20 46.51% 17 39.53% 43 Special Education, Elementary 0 0.00% 1 0.00% 7 35.00% 12 60.00% 20 6.2 The teacher uses multiple methods of assessment to engage students in their own growth, to monitor student progress, and to guide the teacher candidate’s and student’s decision making. 2014-2015 Rare Occasional Frequent Consistent Elementary 0 0.00% 4 6.45% 27 43.55% 31 50.00% 62 2015-2016 Rare Occasional Frequent Consistent Total Childhood Education 1802, Elementary 0 0.00% 0 0.00% 1 50.00% 1 50.00% 2 Early Childhood Education 1830, Elementary 0 0.00% 0 0.00% 1 100.00% 0 0.00% 1 Elementary 1 2.33% 7 0.05% 22 51.16% 13 30.23% 43 Special Education, Elementary 0 0.00% 1 0.00% 7 35.00% 12 60.00% 20 Responses From Year Candidate Survey: Items Related to Assessment: Create Effective Assessments to Measure Learning (Item 10). Table 31 Standard 10: Creates Effective Assessments to Measure Learning
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