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

  1. Teacher does not use varied assessments

  2. Teacher fails to analyze data

  3. Little or no attempt to modify instruction to meet student needs

  4. Teacher does not share evidence of student learning with students

Developing

  1. Teacher makes limited use of varied assessments

  2. Teacher attempts to analyze data

  3. Modify instruction, though the modifications do not meet student needs

  4. Teacher shares evidence of student learning with students

Skilled

  1. Teacher selects, develops and uses multiple assessments including routine use of various diagnostic, formative, and summative assessments

  2. Teacher analyzes data trends and patterns to measure targeted student learning, anticipate learning obstacles

  3. Modify instruction and differentiate to meet the needs of groups of students

  4. Teacher shares evidence of student learning with parents and students

  5. Teacher plans instruction to meet student needs

Accomplished

  1. Teacher intentionally and strategically selects, develops and uses multiple assessments including routine use of various diagnostic, formative, and summative assessments

  2. Teacher analyzes data trends and patterns to measure targeted student learning, anticipate learning obstacles

  3. Modify instruction and differentiate to meet individual student needs

  4. Teacher shares evidence of student learning with colleagues, parents and students

  5. Teacher collaboratively plans instruction to meet individual student needs

  6. Teacher offers differentiated assessment choices to meet the full range of student needs

Evidence of Student Learning

Ineffective

  1. The teacher uses assessment data

  2. No evidence of academic growth and/or achievement over time for most students

Developing

  1. The teacher uses one source of high-quality student data to demonstrate

  2. Clear evidence of appropriate academic growth and/or achievement over time for some students

Skilled

  1. The teacher uses at least two sources of high-quality student data to demonstrate academic growth and/or achievement over time

  2. Clear evidence of expected growth and/or achievement for most students


Accomplished

  1. The teacher uses at least two sources of high-quality student data to demonstrate academic growth and/or achievement over time

  2. 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.