Developing Assessment Capable Learners Practice Profile to Proficient Far from Exemplary (Skill is emerging, but not Proficient Essential Function Proficient Implementation yet to proficiency. Coaching (Follow-up is recommended.) professional development 1 Educators When teaching students to develop When teaching students to When teaching students to When teaching and coaching are teach students learning 5/5 criteria occur: determine learning goals, 4/5 determine learning students to critical.) to determine, Educator: criteria occur and must include: 3/5 criteria occur and must determine am I writes daily targets using Educator: include: learning goals, “Where Going?” language, using can ,” or writes targets using fewer than 3/5 Educator: “I know student-friendly language, using writes daily targets using criteria occur. “I statements can ,” or know student-friendly ” “I “I ” creates daily opportunities for statements language, using can “I students to use or interact with creates daily opportunities for ,” or know “I learning targets students to use or interact with statements ” develops rubric or scoring guide for learning targets creates daily appropriate assignments and opportunities for asks students to set daily goals provides multiple opportunities for in relation to the learning students to use or interact with learning students to use/interact with the targets rubric/scoring guide during the targets learning analyzes sample work with the students using strong and weak examples and asking students to justify their analyses (an on-going task throughout learning to clarify misconceptions) asks students to set daily goals in relation to the learning targets
Developing Assessment Capable Learners Practice Profile Essential Function Exemplary Implementation Proficient to Proficient (Skill is emerging, but not yet to proficiency. Coaching is recommended.) Far from Proficient (Follow-up professional development and coaching are critical.) 1 Educators teach students to determine, “Where am I Going?” When teaching students to develop learning 5/5 criteria occur: Educator: writes daily targets using language, using “I can ,” or “I know ” statements creates daily opportunities for students to use or interact with learning targets develops rubric or scoring guide for appropriate assignments and provides multiple opportunities for students to use/interact with the rubric/scoring guide during the learning analyzes sample work with the students using strong and weak examples and asking students to justify their analyses (an on-going task throughout learning to clarify misconceptions) asks students to set daily goals in relation to the learning targets When teaching students to determine learning goals, 4/5 criteria occur and must include: Educator: writes targets using student-friendly language, using “I can ,” or “I know ” statements creates daily opportunities for students to use or interact with learning targets asks students to set daily goals in relation to the learning targets When teaching students to determine learning 3/5 criteria occur and must include: Educator: writes daily targets using student-friendly language, using “I can ,” or “I know ” statements creates daily opportunities for students to use or interact with learning targets When teaching students to determine learning goals, fewer than 3/5 criteria occur.
1-Developing-ACL-Practice-Profile-6-28-17.docx