local, state, and content and content and national standards. cognitive cognitive complexity. The complexity. assessments show integrity with objectives and standards. Assessment Plan Description and Description and Description and narrative regarding narrative regarding narrative regarding the assessment plan the assessment plan the assessment plan GP 4 does not address provides limited thoroughly DP 3 questions regarding attention to addresses questions DP 5 the plan’s design, addressing regarding the including records questions regarding plan’s design, of individual the plan’s design, including records progress, and how including records of individual assessments reflect of individual progress, and how a respect for progress, and how assessments reflect student diversity. assessments reflect a respect for a respect for student diversity. student diversity. Clarity of The assessments Assessment criteria Assessment criteria Criteria and contain no clear have been are and are Standards for criteria for developed, but explicitly linked to Performance measuring student more than half are 90% of the learning performance clear or explicitly objectives. relative to the linked to the GP 4 learning objectives. learning objectives and standards. Multiple Modes The assessment The assessment The assessment and Approaches plan includes only plan includes plan includes one assessment multiple modes multiple GP 4 mode and does not before, during and assessment modes DP 5 assess students after instruction, (including before, during, and but all are either performance instruction. pencil/paper based assessments, lab (i.e. they are not reports, research All assessments do performance projects, etc.) and not tie to assessments) and/or assesses student instructional do not require the performance objectives. integration of throughout the knowledge, skills instructional and reasoning sequence explicitly ability. tied to instructional objectives.
local, state, and national standards. content and cognitive complexity. The assessments show integrity with objectives and standards. content and cognitive complexity. Assessment Plan GP 4 DP 3 DP 5 Description and narrative regarding the assessment plan does not address questions regarding the plan’s design, including records of individual progress, and how assessments reflect a respect for student diversity. Description and narrative regarding the assessment plan provides limited attention to addressing questions regarding the plan’s design, including records of individual progress, and how assessments reflect a respect for student diversity. Description and narrative regarding the assessment plan thoroughly addresses questions regarding the plan’s design, including records of individual progress, and how assessments reflect a respect for student diversity. 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 and are explicitly linked to 90% of the learning objectives. Multiple Modes and Approaches GP 4 DP 5 The assessment plan includes only one assessment mode and does not assess students before, during, and 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.
tws-elementary-revisions-summer-2013-docx-no-scores.docx