Evaluation

Formative Assessments

Adjustments

Feedback

• The teacher creates multiple assessment opportunities and expects all students to perform at the rigor of the standard/learning target as written.
• Assessment methods include a variety of tools and approaches to gather quality information about each student’s needs. (Examples include: anecdotal notes, conferring, student work samples)
• Assessment criteria, methods and purposes are transparent to students and match the learning target. (Example: rubrics)
• Appropriate accommodations are provided to address the unique needs of each learner.
• Progress in learning, demonstration of understanding, and ongoing growth are celebrated.
• A consistent process such as a data team is used and applied at multiple levels to analyze and evaluate relevant information to drive instruction.

• The teacher uses formative assessment data to measure what the students know and are able to do, making in-the-moment instructional adjustments and modifying future lessons with instructional changes.
• The teacher personalizes instruction based on students’ performance of learning targets.

• Timely feedback is provided to students that is academically focused, frequent, and high quality.
• Students are provided an opportunity to reflect on feedback and monitor progress.
• Performance is discussed with the teacher, family and/or significant adults.

Formative Assessments

Adjustments

Feedback

• What information does the teacher want to capture?
• How does the teacher use data to capture individual performance and/or class performance?
• Does the teacher use formative assessments for immediate in-class use or collect it for reflection for later use?
• What assessment data is readily apparent and how can it be used?
• Do both the teacher and the students know how they are doing?
• How does the teacher and student celebrate learning and growth?
• How is data monitored and instruction adjusted?

• How does the teacher’s understanding of each student as a learner inform how the teacher pushes for depth and stretches boundaries of student learning?
• What are the differentiation decisions being made?

• What analytics is the teacher using to provide feedback?
• What is the feedback given to students?
• How frequent is feedback given to students?
• How is the teacher communicating progress to stakeholders?
• Who are the stakeholders the teacher communicates with regarding student progress?

Formative Assessments

Adjustments

Feedback

• 1c: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.
• 3b: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
• 3h: Teachers use appropriate methods to assess what each student has learned including formal and informal assessments and use results to plan further instruction.

• 1c: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.
• 2d: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
• 4a: Teachers demonstrate that they analyze student learning, development and growth, and apply what they learn to improve their practice.

• 2e: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.
• 3b: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.