CRITERIA AND STANDARDS Does not exist Developed, not clear Clear evidence of student contribution to design Your work with students on the I have found no evidence of You have a good start on your Your requirements for expectations for learning is terrific. assessment in your plan. How will grading rubric. As I look at it, I’m demonstrating learning are clear. Would you be able to share this you measure learning outcomes? wondering if some of the language Putting that together had to take process at your next grade level might be confusing. work! Have you thought about meeting? allowing students to share in setting the requirements? DESIGN OF FORMATIVE No plan for this Rudimentary, only some outcomes Well-developed strategy w/particular Methods adapted for individuals, as covered approaches needed ASSESSMENTS Will these assessments give you the You have a good assessment plan. It’s good to see such a thorough Let’s talk about the use of formative information about student learning We’ve been talking about assessment plan for informing your assessment in a lesson and how to that you need? How could this be differentiation. What would that instruction? you share the plan incorporate it in your lesson. expanded? mean for your assessment so we could build off its successes? strategy? When could it be shared? 1F: DESIGNING STUDENT ASSESSMENTS (continued) Element Unsatisfactory Proficient Distinguished USE FOR PLANNING No plan for this for class as a whole Uses to plan for groups of students Well-designed for student and teacher use planning for individual – students Your assessment results have been It’s as important to know how you You have a plan for using the You have a clear plan for using the well-translated into planning for the will use the assessment results as it assessment results for the class. assessment results for the student next learning. Please lead a is to have a good assessment plan. How could you consider addressing groups. How could you focus on collaborative lesson-planning Let’s talk. more needs with the results? more individual needs with the workshop for us. results?
CRITERIA AND STANDARDS Does not exist I have found no evidence of assessment in your plan. How will you measure learning outcomes? Developed, not clear You have a good start on your grading rubric. As I look at it, I’m wondering if some of the language might be confusing. Clear Your requirements for demonstrating learning are clear. Putting that together had to take work! Have you thought about allowing students to share in setting the requirements? evidence of student contribution to design Your work with students on the expectations for learning is terrific. Would you be able to share this process at your next grade level meeting? DESIGN OF FORMATIVE ASSESSMENTS No plan for this Let’s talk about the use of formative assessment in a lesson and how to incorporate it in your lesson. Rudimentary, only some outcomes covered Will these assessments give you the information about student learning that you need? How could this be expanded? Well-developed strategy w/particular approaches You have a good assessment plan. We’ve been talking about differentiation. What would that mean for your assessment strategy? Methods adapted for individuals, as needed It’s good to see such a thorough assessment plan for informing your instruction? you share the plan so we could build off its successes? When could it be shared? 1F: DESIGNING STUDENT ASSESSMENTS (continued) Element Unsatisfactory Proficient Distinguished USE FOR PLANNING No plan for this It’s as important to know how you will use the assessment results as it is to have a good assessment plan. Let’s talk. for class as a whole You have a plan for using the assessment results for the class. How could you consider addressing more needs with the results? Uses to plan for groups of students You have a clear plan for using the assessment results for the student groups. How could you focus on more individual needs with the results? Well-designed for student and teacher use – planning for individual students Your assessment results have been well-translated into planning for the next learning. Please lead a collaborative lesson-planning workshop for us.
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