related to the identified or slightly modified strategies for individual students and/or standards/learning targets or use the general support that addresses Next steps focus on improving subgroups. same, unmodified strategies. some identified student needs. student performance through OR targeted support to individuals Next steps are not described in Next steps described in sufficient and groups to address specific sufficient detail to understand detail to understand them. identified needs. them. Next steps are based on whole class patterns of performance and some patterns for individuals and/or subgroups and are described in sufficient detail to understand them. ASSESSMENT USING FEEDBACK TO GUIDE FURTHER LEARNING EL8: How does the candidate provide students feedback to guide their further learning? Level 1 Level 2 3 Level 4 Feedback focuses solely on errors Feedback accurately identifies Specific and accurate feedback Specific and accurate feedback on with no elaboration or is content and academic language vague. what students did well and areas the student understand what for improvement related to s/he did well, and provides helps the student understand what Opportunities for applying specific learning targets. guidance for improvement. s/he did well, and provides feedback are guidance for improvement. not described. OR Candidate describes how students Candidate describes how students The feedback contains significant will use feedback to correct their will use feedback to improve their Candidate describes how students will use feedback to improve their inaccuracies. errors. work or their understanding. work or their understanding and to evaluate their own work. Reflection Rubric REFLECTION MONITORING STUDENT PROGRESS AND ADJUSTING INSTRUCTION EL9: How does the candidate monitor student learning and make appropriate adjustments in instruction during the learning segment?
related to the identified standards/learning targets or use the same, unmodified strategies. OR Next steps are not described in sufficient detail to understand them. or slightly modified strategies for general support that addresses some identified student needs. Next steps described in sufficient detail to understand them. Next steps focus on improving student performance through targeted support to individuals and groups to address specific identified needs. Next steps are based on whole class patterns of performance and some patterns for individuals and/or subgroups and are described in sufficient detail to understand them. individual students and/or subgroups. ASSESSMENT USING FEEDBACK TO GUIDE FURTHER LEARNING EL8: How does the candidate provide students feedback to guide their further learning? Level 1 Level 2 3 Level 4 Feedback focuses solely on errors with no elaboration or is vague. Opportunities for applying feedback are not described. OR The feedback contains significant inaccuracies. Feedback accurately identifies what students did well and areas for improvement related to specific learning targets. Candidate describes how students will use feedback to correct their errors. Specific and accurate feedback the student understand what s/he did well, and provides guidance for improvement. Candidate describes how students will use feedback to improve their work or their understanding. Specific and accurate feedback on content and academic language helps the student understand what s/he did well, and provides guidance for improvement. Candidate describes how students will use feedback to improve their work or their understanding and to evaluate their own work. Reflection Rubric REFLECTION MONITORING STUDENT PROGRESS AND ADJUSTING INSTRUCTION EL9: How does the candidate monitor student learning and make appropriate adjustments in instruction during the learning segment?
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