Impact on P-12 Assessment

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Wesley Hines
5 years ago
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1 Impact on P-12 Assessment Purpose The purpose of this rubric is to assess the Impact on P-12 artifact relative to the unit standards for the Unit Assessment System s 1: Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning. 2: Content Area and Pedagogical Knowledge The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice. 3: Planning for Differentiated Instruction The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and community context. The teacher plans for ongoing student growth and achievement 4: Learning Environment The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional wellbeing, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goalsetting. 5: Instructional Delivery The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

2 6: Reading, Writing, and Oral Communication The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge. 7: Assessment The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student out-comes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student. 8: Collaborative Relationships The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members. 9: Professionalism, Leadership, and Advocacy The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession. Impact on P-12 Assessment Rubric September 3, Development of Conceptual Understanding & Knowledge IPTS-1D, 1L, 2E (3 pts) Candidate generally assess individual and assesses individual and group performance and group performance and prior knowledge to prior knowledge to design design and modify and modify instruction that instruction that meets meets learners needs in learners needs in the the cognitive, social, cognitive, social, emotional, and physical (5 pts) assesses individual and group performance and prior knowledge to design and modify instruction that meets learners needs in the cognitive, social, emotional, and physical

3 2. Accommodating Diverse Students IPTS- 1C, 1D, 1J, 3C, 3J, 3Q, 4L (3 pts) emotional and physical domains at the appropriate domains at the level of development. appropriate level of development. design instruction appropriate to learners stages of development, learning styles, strengths and needs. No provisions for differentiating instruction are observable. Candidate generally designs instruction appropriate to learners stages of development, learning styles, strengths and needs. Candidate uses this knowledge of each individual and the class as a whole to design instruction using evidence based differentiated strategies to meet the needs of diverse learners. (5 pts) domains at the appropriate level of development. designs instruction appropriate to learners stages of development, learning styles, strengths and needs. Candidate uses this knowledge of each individual and the class as a whole to design instruction using evidence based differentiated strategies to meet the needs of diverse learners. 3. Setting Instructional Goals IPTS-3B, 3I establish expectations for student learning. Shortrange and long-range goals are not identified or lack an observable scope and sequence. Expectations are Candidate generally establishes expectations for student learning whereby short-range and long-range goals are identified and demonstrate an observable scope and sequence. Expectations are suitable for most learners. establishes expectations for student learning commensurate with the students ability. Shortrange and long-range goals are identified, measurable and demonstrate an observable

4 (3 pts) inappropriate for most learners. (5 pts) scope and sequence. Expectations are suitable for all learners. 4. Development of Goals & Objectives IPTS- 7A, 7B, 7E, 7I, 7K, 7R 5. Use of Instructional Strategies/Resources IPTS- 2F, 2I, 3Q, 5B, 5C, 5E, 5S Candidate s objectives do not reflect important learning or include assessment criteria. Goals and objectives are not suitable for the majority of learners. use learning activities, materials, and resources that support and are suitable for students learning styles or instructional goals. They are not linked to curricular scope and sequence. Candidate s objectives generally reflect important learning and include assessment criteria. Goals and objectives are suitable for the majority of learners. Assessments are non-discriminatory and suitable for most learners. Candidate generally uses evidenced based differentiated instructional strategies, activities, resources and materials that are appropriate for diverse learners and are informed by curricular scope and sequence. Candidate s objectives consistently reflect important learning and include assessment criteria. Goals and objectives are suitable for the learners. Assessments are non-discriminatory and suitable for learners in the class, including those with disabilities. used evidenced based differentiated instructional strategies, activities, resources and materials that are appropriate for diverse learners and are consistent with learning goals and objectives. Curricular scope and sequence of these activities is consistent.

5 6. Planned Adaptations for Diverse Learners IPTS-4H, 4O, 4Q, 5E, 5M (3 pts) Candidate s use of Candidate s use of strategies and strategies and materials/resources was materials/resources was not present or lacked present to accommodate appropriateness in learners academic needs. accommodating learners Strategies and materials academic and behavioral were selected based on needs. data review and were appropriate for most learner's academic needs, behavioral needs, and experiences. (5 pts) Candidate s use of strategies and materials/resources was consistently present and appropriate in accommodating learners academic needs, behavioral needs, and experiences. 7. Response to Students Needs IPTS- 3M, 5G, 5J, Candidate s modifications to strategies and materials during instruction are not evident. Positive impact on learning is not observable. Candidate s modifications to strategies and materials are evident during instruction. These modifications are based upon learners responses and have a positive impact on the learning of the class as a whole. Candidate s modifications to strategies and materials are consistently evident during instruction. Modifications have a positive impact on the individual learner as well as the class as a whole. 8. Development of s Aligned Assessment align the content knowledge/skills and methods of assessment Candidate aligns the content knowledge/skills and methods of assessment with the appropriate aligns the content knowledge/skills and methods of assessment

6 (3 pts) IPTS- 2J, 2P, 7B, 7E with the appropriate standards and standards and developmental level of the developmental level of learners. the learners. (5 pts) with the appropriate standards and developmental level of the learners. 9. Maintaining Accurate Records IPTS- 7M maintain useful and accurate records of learners academic and behavioral performance on short and long range instructional goals. Candidate maintains useful and accurate records of learners academic and behavioral performance on short and long range instructional goals. maintains useful and accurate records of learners academic and behavioral performance on short and long range instructional goals. Additionally, an error analysis of learners academic and behavioral responses is provided. 10. Use of Assessment to Inform Instruction IPTS-1H, 7E, 7K, collect diagnostic, formative, and summative data nor use a variety of informal and formal assessments. use data to plan instruction. Candidate collected diagnostic, formative, and summative data using a variety of informal and formal assessments. Data are used to monitor student learning. collected diagnostic, formative, and summative data using a variety of informal and formal assessments. Analysis of data is used to modify and inform instruction. Data is also collected and analyzed specific to

7 (3 pts) (5 pts) learner s classroom behavior. 11. Data Collection & Analysis LPTS: 7D, 7E, 7F, 7G, 7I, 7J, 7K, 7M 12. Impact on Learner Performance IPTS: 5G, 6J, 7B, 7E, 7G, 7I, 7K, 7J 13. Sources of Reflection Pre-test and post-test data using objective informal/formal data collection procedures. Data acquired from learners responses does not align with short and long range instructional goals. Based on the data collected, the candidate does not demonstrate a positive impact on the academic performance or behavior of learners. use classroom observation, information about Pre-test and post-test data is collected using objective informal/formal data collection procedures. Data acquired from learners responses are in alignment with short and long range instructional goals. Based on the data collected, the candidate generally demonstrates a positive impact on the academic performance and behavior of learners. Candidate generally uses classroom observation, information about Pre-test and post-test data is collected using objective informal/formal data collection procedures. Data acquired from learners responses are in alignment with short and long range instructional goals. Data is also collected and analyzed specific to learners classroom behavior. Based on the data collected, the candidate consistently demonstrates a positive impact on the academic performance, classroom behavior, and socio-emotional development of learners. uses classroom observation, information

8 IPTS: 1A, 1B, 1C, 1D, 1E, 1H, 1L, 2A, 2B, 2C, 2E, 3C, 8k, 8l, 9A, 9K, 9O, 9P (3 pts) students, pedagogical students, pedagogical knowledge and research knowledge and research as as sources of reflection sources of reflection and and revision of practice. revision of practice. (5 pts) about students, pedagogical knowledge and research as sources of reflection and revision of practice. Candidate also utilizes university supervisors and cooperating public school professionals as sources of reflection. 14. Professional Decision Making IPTS: 3D, 3G, 4A, 4B, 4C, 4D, 7G, 7J, 9K Candidate cannot articulate how choices in instructional planning, implementation, and evaluation impact student learning. No recommendations for changing candidate behaviors to increase impact on individual/group learning are cited. Candidate can generally articulate how choices in instructional planning and implementation impact student learning. Recommendations for changing candidate behaviors to increase impact on individual/group learning are cited. Candidate can articulate how choices in instructional planning, implementation, and evaluation impact student learning. Recommendations for changing candidate behaviors to increase impact on student learning are cited and consistently appropriate. use information about students families, Candidate generally uses information about students families, uses information about students families,

9 15. Connection to Students Experiences IPTS: 1A, 1C, 1I, 1L, 2N, 3C, 3K, 4B, 5M 16. Effective Communication IPTS: 1D, 1E, 1H, 3C, 3K, 6E, (3 pts) cultures, and cultures, and communities communities to connect to connect instruction to instruction to students students experiences. experiences. use a variety of means/strategies to effectively communicate with learners with diverse learning needs, cultural background, and life experiences. Candidate generally uses a variety of means/strategies to effectively communicate with learners with diverse learning needs, cultural background, and life experiences. (5 pts) cultures, and communities to connect both assessment and instruction to students experiences. uses a variety of developmentally appropriate means/strategies to effectively communicate (verbally/non-verbally) with learners with diverse learning needs, cultural background, and life experiences. 17. Professional Application of Technology IPTS: 1G, 2L, 2O, 3E, 4M, 5C, 5N, 5O design, implement, and assesses student learning activities that integrate computers/technology Candidate generally designs, implements, and assesses student learning activities that integrate computers/technology. Candidate effectively designs, implements, and assesses student learning activities that integrate computers/technology to enhance instruction. Includes assistive

10 (3 pts) (5 pts) technology to address student needs. 18. Productivity Tools in Assessment IPTS: 5O, 7A, 7O, 8M, 9M use technology to analyze, organize and display quantitative data. Candidate generally uses technology to analyze, organize and display quantitative data. Effectively uses technology to analyze, organize and display quantitative data. Qualitative data about learners performance is also reported using technology.

What does Quality Look Like?

What does Quality Look Like? Directions: Review the new teacher evaluation standards on the left side of the table and brainstorm ideas with your team about what quality would look like in the classroom.