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 on intended academic progress, intended learning or feedback data to learning outcomes to 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 words mean or imply… ratings include… variety variety of assessments alignment with intended learning Exemplary monitor their own academic outcomes progress outcome of student self-monitoring of learning Proficient This is the expected level of performance. limited selection of assessment variety Developing/ strategies alignment with intended learning Needs inconsistently links outcomes Improvement does not use assessment use of assessment data inadequate variety of assessments adequacy assesses infrequently variety Unacceptable does not use baseline or feedback use of assessment data data communication does not report A rating of means the teacher has a full understanding of the use of assessments and exemplary their impact on students. A rating of means the teacher needs professional development in improvement the use of a variety of assessments and their use to modify instruction to achieve learning outcomes. A rating of means the teacher does not have an appropriate understanding of unacceptable assessments, limits use of assessments, and does not use assessments to monitor and adjust instruction.
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 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, 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 words mean or imply… Exemplary variety of assessments monitor their own academic progress variety alignment with intended learning outcomes outcome of student self-monitoring of learning Proficient This is the expected level of performance. Developing/ Needs Improvement limited selection of assessment strategies inconsistently links does not use assessment variety alignment with intended learning outcomes use of assessment data Unacceptable inadequate variety of assessments assesses infrequently does not use baseline or feedback data does not report adequacy variety use of assessment data communication A rating of exemplary means the teacher has a full understanding of the use of assessments and their impact on students. A rating of improvement means the teacher needs professional development in the use of a variety of assessments and their use to modify instruction to achieve learning outcomes. A rating of unacceptable means the teacher does not have an appropriate understanding of assessments, limits use of assessments, and does not use assessments to monitor and adjust instruction.
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