learning; feedback is absent or some monitoring of progress in of learning progress and results extensive use of formative of poor quality. learning. in accurate, specific feedback Students do not appear to be Feedback to students is general, that advances learning. Students appear to be aware of, of the assessment criteria students appear to be only Students appear to be aware of and there is some evidence that and do not engage in partially aware of the the assessment criteria; some of they have contributed to, the assessment. assessment criteria used to them engage in self-assessment assessment criteria evaluate their work, and few Questions, prompts, Students self-assess and assess their own work. assessments are used to monitor their progress. diagnose evidence of learning. 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. Evidence Component Ineffective Developing Accomplished Exemplary 3e Teacher adheres to the Teacher attempts to modify the Teacher promotes the Teacher seizes an opportunity to instruction plan in spite of lesson when needed and to successful learning of all enhance learning, building on a evidence of poor student respond to student questions students, making minor spontaneous even or student
learning; feedback is absent or of poor quality. Students do not appear to be of the assessment criteria and do not engage in 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. 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. 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 their 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. Evidence Component Ineffective Developing Accomplished Exemplary 3e Teacher adheres to the instruction plan in spite of evidence of poor student Teacher attempts to modify the lesson when needed and to respond to student questions Teacher promotes the successful learning of all students, making minor Teacher seizes an opportunity to enhance learning, building on a spontaneous even or student
Teacher%20Evaluation%20Field%20Test%20Guide%202012-0.docx