Standard Five: Assessment

In what ways does the student teacher:

1. exhibit a varied repertoire of evaluation methods?  How does the student teacher decide which particular method of evaluation to use?  Are students included in the process?  (RIPTS #9.1)
2. base his/her instruction on standards that are measurable via the assessment instruments employed?
3. provide students with rubrics or task descriptions that clearly indicate successful and exemplary performance standards?  (RIPTS #9.4)
4. use a variety of assessment measures as data that uncovers individual needs of students as well as drives subsequent instruction?  (RIPTS #9.3)
5. employ evaluations that are not graded but are used for comprehension check and student feedback?  How often is this done?  (RIPTS #9.4)
6. use performance-based assessments that teach as much as they assess?  To what extent are such projects a part of the class’s ongoing work?  (RIPTS #9.4)
7. use grades in the classroom?  To what extent are they used as a motivator?  To what extent are students involved in the process of developing criteria for excellence?
8. encourage learners to evaluate their own work and use the results of self-assessment to establish individual goals for learning and improved performance?  (RIPTS #9.4)
9. use information from a variety of assessments (both standardized and self-constructed) to reflect on the effectiveness of their own teaching – and modify instruction accordingly?  (RIPTS #9.7)
10. maintain careful records that show individual and whole class achievement in all content areas over time?  (RIPTS #9.6)
11. provide opportunities for self-assessment?  (RIPTS #9.4)
12. identify and consider student and contextual variables that may influence performance so that a student’s performance can be validly interpreted?  (RIPTS #9.2)

Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner. (RIPTS #9)