Performance Standard 4: Assessment of/for Learning Proficient Developing/Needs Exemplary Unacceptable Proficient is the expected Improvement level of performance. In addition to meeting The teacher The teacher uses a The teacher uses an the standard, the systematically limited selection of inadequate variety of teacher uses a variety gathers, analyzes, and assessment strategies, assessment sources, of informal and uses all relevant data inconsistently links assesses infrequently, formal assessments to measure student assessment to does not use baseline based on intended academic progress, intended learning or feedback data to learning outcomes to guide instructional outcomes, and/or does make instructional assess student content and delivery not use assessment to decisions and/or does learning and teaches methods, and provide plan/modify not report on student students how to timely feedback to instruction. academic progress in monitor their own both students and a timely manner. academic progress. parents throughout the school year. What are the differences between the rating levels? Words used to differentiate the A rating of… The mean or imply… ratings include… Exemplary Proficient This is the expected level of performance. Improvement Unacceptable A rating of means: exemplary A rating of means: developing/needs improvement A rating of means: unacceptable
Performance Standard 4: Assessment of/for Learning Exemplary Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable In addition to meeting the standard, the teacher uses a variety of informal and formal assessments based on intended learning outcomes to assess student learning and teaches students how to monitor their own academic progress. The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. The teacher uses a limited selection of assessment strategies, inconsistently links assessment to intended learning outcomes, and/or does not use assessment to plan/modify instruction. The teacher uses an inadequate variety of assessment sources, assesses infrequently, does not use baseline or feedback data to make instructional decisions and/or does not report on student academic progress in a timely manner. What are the differences between the rating levels? A rating of… Words used to differentiate the ratings include… The mean or imply… Exemplary Proficient This is the expected level of performance. Improvement Unacceptable A rating of exemplary means: A rating of developing/needs improvement means: A rating of unacceptable means:
day_3_participants.docx