Performance Alignment - (Domain I - Instruction and Assessment)

My assessments and scoring rubrics are connected to mastery of the standards.

Discuss the kinds of observable practice that this factor represents…

  1. Ability to design assessments and scoring rubrics that reliably measure student mastery.

  2. Ability to delineate the ways in which my students can demonstrate their mastery of the knowledge and skills that characterize the prioritized standards embedded within my instructional units.

  3. Ability for my grading to be responsive to my students’ needs; being both reflective of their learning and their mastery of the Utah Core Standards.

 

Target Two - Step One

1.  Design Assessments and scoring rubrics - (click on Design Assessments for resources on canvas)

  • Assessments should provide students with information how how to advance their understanding of content and teachers with information about how to help students do so.  Students need to understand how test scores and grades relate to their status on the progression of knowledge they are expected to master.  There must be a transparent relationship between students' scores on assessments and their progress on a proficiency scale.

  • Use Informal Assessments of the whole class to provide a barometer of how the whole class is performing regarding the progression of knowledge articulated in a specific proficiency scale.  For example response boards, confidence rating techniques, voting techniques, unrecorded assessments to provide feedback.

  • Use Formal assessments of individual students to provide accurate information about their status at a particular point in time on a specific topic.  Examples include common assessments designed using proficiency scales, assessments involving selected response or short constructed response items, student demonstrations, student interviews, observations of students, student generated assessments.

  • Power Point on how to Make Common Formative Assessments 

  • Shift thinking from an assessment perspective to a measurement perspective.  When we assess with a percentage score it tells us very little about what specific content students know and don't know.  If you use a measurement score in that a student knows how to do most things at a 2.0 level and is struggling with the 3.0 level, we know where to focus for re-teaching. This way test scores help students understand how their test scores and grades are related to their status on the progression of knowledge they are expected to master.

  • Use of rubrics

2.  Ability to delineate ways in which my students can demonstrate their mastery of knowlege and skills that characterize the prioritized standards embedded within my instructional units.

3.  Ability for my grading to be responsive to my students needs; being both reflective of their learning and their mastery of the Utah Core Standards.

Assessment strategies should show the following behaviors in students:

  • Students can explain what the score they received on an assessment means relative to a specific progression of knowledge.

  • Students can explain what their grades mean in terms of their status in specific topics.

  • Students propose ways they can demonstrate their level of proficiency on a scale.

  • Students seem interested in the entire class's progress.

Basic Skills for Domain I - Assessment

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