"Formal and informal assessments to monitor progress of all students, shares appropriate diagnostic, formative and summative assessment data with students to engage them in self assessment, build awareness of their own strengths and weaknesses and track their own progress.
Substantive, specific and timely feedback to students, families and school personnel on the growth of students in relation to classroom and campus goals and engages with colleagues to adapt schoolwide instructional strategies and goals to meet student needs while maintaining confidentially.
Analysis of student data connected to specific instructional strategies and use of results to reflect on his or her teaching and to monitor teaching strategies and behaviors in relation to student success."
Learning Centers/Stations: Possible considerations for Dimension 1.2
Are digital assessment tools used for both formative and summative assessment?
Are students asked to self-access their knowledge prior to and after engaging learning-station activities?
Does the teacher provide the expectation and the digital tools for students to track their own progress?
Does the teacher model self-assessment, personal progress tracking, and reflection/goal setting based on the data?
Are AFLs (regardless of tool) timely? Is data quickly evaluated or shared? Are instructional decisions made based that data?
Are students provided with formative and summative assessment feedback in a timely fashion?
Are students asked to do anything with assessment feedback (create goals, participate in remedial or enrichment activities, asked to reflect on their feedback)?
Do PLC/team teachers share assessment data (both formative and summative) and set instructional goals based on that data?
Do teachers use formative or summative assessment to gather data on a specific instructional strategies effectiveness in terms of student learning? How does the teacher collect and share that data? What changes might be made based on the data collected from the current lesson?