intellectual moderate All students are materials. The engagement. intellectual engaged in work lesson is adapted The lesson has engagement. The of a high level of as necessary to no structure or is lesson has a rigor. The the needs of poorly paced. recognizable lesson's individuals, and structure, but that structure is the structure and structure is not coherent, with pacing allow for fully maintained. appropriate student reflection pace. and closure. 3d - Using Assessment in Instruction INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE Assessment is Assessment is Assessment is not used in occasionally used regularly used in Assessment is instruction, in instruction, instruction, used in a either through through some through sophisticated monitoring of monitoring of by manner in progress by the progress of students, instruction, teacher or learning by the monitoring of through student students, or teacher and/or progress of involvement in through students. learning by the establishing the feedback to Feedback to teacher and/or assessment students. students is students, and criteria, Students are uneven, and high-quality by unaware of the students are aware feedback to students, assessment of only some of the students. monitoring of criteria used to assessment Students are progress by both evaluate their criteria used to fully aware of students and work. evaluate their the assessment teacher, and work. criteria used to feedback evaluate their to students from a work. variety of sources. 3e - Demonstrating Flexibility and Responsiveness
intellectual engagement. The lesson has no structure or is poorly paced. moderate intellectual engagement. The lesson has a recognizable structure, but that structure is not fully maintained. All students are engaged in work of a high level of rigor. The lesson's structure is coherent, with appropriate pace. materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure. 3d - Using Assessment in Instruction INEFFECTIVE Assessment is not used in instruction, either through monitoring of progress by the teacher or students, or through feedback to students. Students are unaware of the assessment criteria used to evaluate their work. PROGRESSING Assessment is occasionally used in instruction, through some monitoring of progress of learning by the teacher and/or students. Feedback to students is uneven, and students are aware of only some of the assessment criteria used to evaluate their work. EFFECTIVE Assessment is regularly used in instruction, through by students, monitoring of progress of learning by the teacher and/or students, and high-quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work. HIGHLY EFFECTIVE Assessment is used in a sophisticated manner in instruction, through student involvement in establishing the assessment criteria, by students, monitoring of progress by both students and teacher, and feedback to students from a variety of sources. 3e - Demonstrating Flexibility and Responsiveness
EdReflect_TESS_Rubric_Descriptors.jun.18.docx