The assessments Assessment criteria Assessment criteria Clarity of Criteria 3 and Standards for contain no clear have been developed, are clear and are Performance criteria for measuring but more than half explicitly linked to student performance are clear or explicitly 90% of the learning relative to the linked to the learning objectives. GP 4 learning objectives. objectives and standards. Multiple Modes The assessment plan The assessment plan The assessment plan 3 and Approaches includes only one includes multiple includes multiple assessment mode and modes before, during assessment modes does not assess and after instruction, (including GP 4 students before, but all are either performance DP 5 during, and after pencil/paper based assessments, lab instruction. (i.e. they are not reports, research performance projects, etc.) and All assessments do assessments) and/or assesses student not tie to do not require the performance instructional integration of throughout the objectives. knowledge, skills and instructional reasoning ability. sequence explicitly tied to instructional objectives. Assessments are not Assessments appear Assessments are Technical 2 valid; scoring to have validity. demonstrated to be Soundness procedures are absent Some scoring valid; scoring or inaccurate; items procedures are procedures are or prompts are poorly explained; some explained; most written; directions or prompts are items or prompts are and procedures are clearly written; some clearly written; confusing to directions and directions and students. procedures are clear procedures are clear to students. to students. Adaptations Teacher does not Teacher makes Teacher makes 3 adapt assessments to adaptations to adaptations to on the Individual meet the individual assessments that are assessments that are Needs of Students needs of students or appropriate to meet appropriate to meet these assessments are the individual needs the individual needs GP 3 DP 5 inappropriate. There of one student of most students. is no explanation related to unit The adaptations are regarding adaptations objectives explicitly delineated related to unit and contextualized. objectives. SECTION 4 DESIGN FOR INSTRUCTION DESIGN FOR INSTRUCTION The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. Planning explicitly reflects how all of these data come together to ensure student learning after you have designed and taught the unit.
Clarity of Criteria and Standards for Performance GP 4 The assessments contain no clear criteria for measuring student performance relative to the learning objectives. Assessment criteria have been developed, but more than half are clear or explicitly linked to the learning objectives and standards. Assessment criteria are clear and are explicitly linked to 90% of the learning objectives. 3 Multiple Modes and Approaches GP 4 DP 5 The assessment plan includes only one assessment mode and does not assess students before, during, and after instruction. All assessments do not tie to instructional objectives. The assessment plan includes multiple modes before, during and after instruction, but all are either pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability. The assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence explicitly tied to instructional objectives. 3 Technical Soundness Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students. Assessments appear to have validity. Some scoring procedures are explained; some or prompts are clearly written; some directions and procedures are clear to students. Assessments are demonstrated to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students. 2 Adaptations on the Individual Needs of Students GP 3 DP 5 Teacher does not adapt assessments to meet the individual needs of students or these assessments are inappropriate. There is no explanation regarding adaptations related to unit objectives. Teacher makes adaptations to assessments that are appropriate to meet the individual needs of one student related to unit objectives Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students. The adaptations are explicitly delineated and contextualized. 3 SECTION 4 DESIGN FOR INSTRUCTION DESIGN FOR INSTRUCTION The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. Planning explicitly reflects how all of these data come together to ensure student learning after you have designed and taught the unit.
TWS-undergraduate-Elementary-Education-revised-summer-2017.docx