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 3 Criteria and contain no have been are clear 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 3 and Approaches plan includes only plan includes plan includes one assessment multiple modes multiple GP 4 mode and does not before, during and assessment DP 5 assess students after instruction, (including before, during, and but all are either performance after 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. Assessments are Assessments Assessments are 2 Technical Soundness not scoring appear to have demonstrated to be procedures are validity. Some valid; scoring absent or scoring procedures procedures are inaccurate; items or are explained; explained; most prompts are poorly some items or items or prompts written; directions prompts are clearly are clearly written;
DP 5 the plan’s design, including records of individual progress, and how assessments reflect a respect for student diversity. addressing questions regarding the plan’s design, including records of individual progress, and how assessments reflect a respect for student diversity. 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 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 (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 scoring procedures are absent or inaccurate; items or prompts are poorly written; directions Assessments appear to have validity. Some scoring procedures are explained; some items or prompts are clearly Assessments are demonstrated to be valid; scoring procedures are explained; most items or prompts are clearly written; 2
tws-minimal-scores-for-elementary-undergraduates.docx