Assessment of Student Learning
Use of Assessments
The teacher intentionally and strategically selects, develops and uses multiple assessments, including routine use of various diagnostic, formative and summative assessments. The teacher offers differentiated assessment choices to meet the full range of student needs.
The teacher analyzes data trends and patterns to measure targeted student learning, anticipate learning obstacles, modify instruction and differentiate to meet individual student needs.
The teacher shares evidence of student learning with colleagues, parents and students to collaboratively plan instruction to meet individual student needs.
Evidence of Student Learning
The teacher uses at least two sources of high-quality student data to demonstrate academic growth and/or achievement over time, showing clear evidence of above expected growth and/or achievement for most students.
OTES 2.0 Performance Expectations
The teacher intentionally, strategically, and routinely uses assessments
The teacher uses at least two sources of high-quality student data to demonstrate academic growth and/or achievement over time
The teacher shows clear evidence of above expected growth and/or achievement for most students
The teacher collaboratively plans instruction to meet individual student needs
OTES 2.0 Performance Levels
Use of Assessments
Ineffective
Teacher does not use varied assessments
Teacher fails to analyze data
Little or no attempt to modify instruction to meet student needs
Teacher does not share evidence of student learning with students
Developing
Teacher makes limited use of varied assessments
Teacher attempts to analyze data
Modify instruction, though the modifications do not meet student needs
Teacher shares evidence of student learning with students
Skilled
Teacher selects, develops and uses multiple assessments including routine use of various diagnostic, formative, and summative assessments
Teacher analyzes data trends and patterns to measure targeted student learning, anticipate learning obstacles
Modify instruction and differentiate to meet the needs of groups of students
Teacher shares evidence of student learning with parents and students
Teacher plans instruction to meet student needs
Accomplished
Teacher intentionally and strategically selects, develops and uses multiple assessments including routine use of various diagnostic, formative, and summative assessments
Teacher analyzes data trends and patterns to measure targeted student learning, anticipate learning obstacles
Modify instruction and differentiate to meet individual student needs
Teacher shares evidence of student learning with colleagues, parents and students
Teacher collaboratively plans instruction to meet individual student needs
Teacher offers differentiated assessment choices to meet the full range of student needs
Evidence of Student Learning
Ineffective
The teacher uses assessment data
No evidence of academic growth and/or achievement over time for most students
Developing
The teacher uses one source of high-quality student data to demonstrate
Clear evidence of appropriate academic growth and/or achievement over time for some students
Skilled
The teacher uses at least two sources of high-quality student data to demonstrate academic growth and/or achievement over time
Clear evidence of expected growth and/or achievement for most students
Accomplished
The teacher uses at least two sources of high-quality student data to demonstrate academic growth and/or achievement over time
Clear evidence of above expected growth and/or achievement for most students
Assessment of Student Learning coaching questions
Use of Assessments
To what degree are assessments intentionally and strategically selected, developed and used?
What are the multiple forms of diagnostic, formative and summative assessments selected, developed and used?
How are the assessments aligned with the full-range of student needs?
What evidence exists for the analysis of student learning data for trends and patterns?
To what degree does the analysis lead to targeted learning, anticipation of obstacles, modification of instruction, and differentiation for individual students?
To what degree does the teacher share evidence of student learning with colleagues?
To what degree does the teacher share evidence of student learning with parents?
To what degree does the teacher share evidence of student learning with students?
What evidence exists for the development of a collaborative instructional plan for individual students?
Evidence of Student Learning
What two sources of high-quality student data are used by the teacher?
How do these two sources demonstrate above expected academic growth over time for most students?
How do these two sources demonstrate above expected academic achievement over time for most students?
Assessment of Student Learning Resources
The Item Alignment Modules are a set of professional development modules intended to provide users with a resource for communicating a deep understanding of the Common Core State Standards related to reading, through the lens of questions used for summative assessments.
Teachers can use formative data to drive instruction and differentiate classroom activities.
The Item Alignment Modules are a set of professional development modules intended to provide users with a resource for communicating a deep understanding of the Common Core State Standards related to reading, through the lens of questions used for summative assessments.
Teachers can use formative data to drive instruction and differentiate classroom activities.
Click the above link to find additional resources supporting Assessment of Student Learning.