Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.
Assessment criteria and standards are clear-
Developing units and lessons that reflect criteria and standards can be accomplished by understanding, and “unwrapping” the standards and criteria (Ainsworth, 2011). Unwrapping the standards and criteria will create a road map for unit and lesson development, which in turn supports learning levels of students. Figure 3.1 from Rigorous Curriculum Design illustrates a flow of starting with standards and creating reliable assessment within all styles (informal, formal, summative, and state assessments).
Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.
“By using formative assessment results to diagnose student learning needs before and during each unit of study, teachers could differentiate their instruction to help students achieve measurable success by the end-of-unit post-assessment”(Ainsworth, 2011). Formative assessment is very useful in determining where a student stands within understanding the current content. As mentioned in the quote above, pre and post formative assessment are imperative to understand the consumption of content that is taking place.
Teacher plans to use assessment results to plan for future instruction for groups of students-
Reflecting on both formative and assessment provides teacher with insight related to student’s comprehension and prior knowledge of content. Upon receiving completed assessments from students teachers can adjust units and lessons to help students reach their maximum potential. For content that students’ missed teachers will then have to identify areas where lessons need to be adjusted.
Teacher’s feedback to students is timely and of consistently high quality-
Providing consistent, accurate, and timely feedback ensures students will complete the reflection phase of understanding content. As stated from Rigorous Curriculum Design, Ainsworth describes feedback as “immediate verbal or written feedback from the teacher that confirms a correct answer or clarifies an incorrect answer, a student can better reflect upon what he or she already knows and still needs to learn (Ainsworth 2011).
In the text The Art and Science of Teaching written by Marzano, the reflection includes questions such as: 1) What they were right about and wrong about? 2) How confident they are about what they have learned? 3) What they did well during the experience and what they could have done better? These questions not only provide feedback but a more in depth understanding of the assessment that was applied.
Marzano, Robert J. (2007-07-25). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (Professional Development) (Kindle Locations 863-864). Association for Supervision & Curriculum Development. Kindle Edition.
Assessment Tree- Ainsworth, Larry (2011-04-16). Rigorous Curriculum Design: How to Create Curricular Units of Study that Align Standards, Instruction, and Assessment (Kindle Location 528). Lead + Learn Press. Kindle Edition.