students and likely to engage likely to engage resources. students in them in significant significant learning. The learning. lesson or unit structure is clear and allows for different pathways according to student needs. 1f - Designing Student Assessments INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE The teacher's The teacher's plan The teacher's plan for for student plan for student The teacher's assessing assessment is assessment is plan for student student learning partially aligned aligned with the assessment is contains no with the instructional fully aligned with clear criteria or instructional outcomes, uses the instructional standards, is outcomes, without clear criteria, outcomes, with poorly aligned clear criteria, and and is clear criteria and with the inappropriate for at appropriate to standards that instructional least some the needs of show evidence of outcomes, or is students. The students. The student inappropriate for teacher intends to teacher intends contribution to many students. use assessment to use their The results of results to plan for assessment development. assessment future instruction results to plan Assessment have minimal for the class as a for future methodologies impact on the whole. instruction for may have been design of future groups of adapted for instruction. students. individuals, and the teacher intends to use assessment
students and resources. likely to engage students in significant learning. likely to engage them in significant learning. The lesson or unit structure is clear and allows for different pathways according to student needs. 1f - Designing Student Assessments INEFFECTIVE The teacher's plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. The results of assessment have minimal impact on the design of future instruction. PROGRESSING The teacher's plan for student assessment is partially aligned with the instructional outcomes, without clear criteria, and inappropriate for at least some students. The teacher intends to use assessment results to plan for future instruction for the class as a whole. EFFECTIVE The teacher's plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for groups of students. HIGHLY EFFECTIVE The teacher's plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment
EdReflect_TESS_Rubric_Descriptors.jun.18.docx