Evidence: Summative Assessment Quality * * Consistency * Evidence: II.D.2: High Expectations Unsatisfactory Needs Improvement Exemplary Proficient Gives up on some May tell students that the Effectively models Effectively models and students or communicates subject or assignment is and reinforces ways reinforces ways that that some cannot master challenging and that they that students can students can challenging material. need to work hard but master challenging consistently master II-D-2. does little to counteract material through challenging material High Expectations student misconceptions effective effort, through effective effort. about innate ability. rather than having to Successfully challenges depend on innate students’ ability. misconceptions about innate ability. Is able to model this element. Formative Assessment Quality * Scope * Consistency *
Evidence: Summative Assessment Quality * * Consistency * Evidence: II.D.2: High Expectations II-D-2. High Expectations Unsatisfactory Needs Improvement Proficient Exemplary Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. Formative Assessment Quality * Scope * Consistency *
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