PLANNING Accomplished Proficient Developing Dimension 1.2 Formal and informal Formal and informal Few formal and informal Data and Assessment assessments to monitor assessments to monitor assessments to monitor Note: As you observe student progress are student progress are student progress are directly aligned to adequately aligned to directly aligned to the lesson, is there objectives. objectives. objectives. evidence of these Formative and/or Formative Formative and/or components? summative assessments and/or summative are well constructed for summative assessments are poorly diagnostic use. assessments are constructed for constructed for diagnostic use. Substantive, specific and diagnostic use. timely feedback to the Few opportunities for Consistent feedback to students during the timely feedback to the the students during the lesson. students during the lesson. lesson. Comments:
PLANNING Dimension 1.2 Data and Assessment Note: As you observe the lesson, is there evidence of these components? Accomplished Proficient Developing Formal and informal assessments to monitor student progress are directly aligned to objectives. Formative and/or summative assessments are well constructed for diagnostic use. Substantive, specific and timely feedback to the students during the lesson. Formal and informal assessments to monitor student progress are adequately aligned to objectives. Formative and/or summative assessments are constructed for diagnostic use. Consistent feedback to the students during the lesson. Few formal and informal assessments to monitor student progress are directly aligned to objectives. Formative and/or summative assessments are poorly constructed for diagnostic use. Few opportunities for timely feedback to the students during the lesson. Comments:
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