DRAFT: This module has unpublished changes.

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)

 

Meeting Standard Five:

Teacher candidates are expected to have acquired experience concerning standardized, formal and teacher constructed assessments. They will have tried a variety of assessment strategies and kept records for each child in multiple subject areas. At the end of student teaching, the teacher candidate has general knowledge and experience of a variety of approaches to assessment and evaluation – pre-assessments, during instruction and post instruction, as well as protocols for examining student work with peers. Assessment is understood as integral to the instructional process and is conducted via a variety of informal (anecdotal records, reviewing of class work and observations of discussion) as well as more traditional pencil and paper or product methods. Teacher candidates are familiar with the data derived from formal testing and use it to inform subsequent differentiated instruction based on learner profiles. Teacher candidates understand the importance of keeping records of these assessments and have kept and analyzed assessment records for all students. Students are given various opportunities to self-monitor progress and their classroom work is guided by displayed rubrics – known criteria developed by the teacher candidate with the class (or with the class’s knowledge). Teacher candidates determine what they can notice about student achievement and growth over time by examining examples of student work. They understand the range of capabilities and what one can expect of the grade being taught and they participate in formal report card writing for students in their classroom.

 

This standard is met if the teacher candidate consistently relies on assessment data to inform differentiated instruction in the classroom.

DRAFT: This module has unpublished changes.