Standard 3
Narrative Summary
The professional imperative of teachers is to maximize student learning and eliminate gaps between students’ potential and their performance. Toward that end, the relationship between instruction and assessment is purposeful, interdependent and recursive. Effective teachers are assessment-literate. They use multiple assessments to learn about their students, to plan and adjust instruction and to evaluate student learning. Teachers have sufficient knowledge and skills in probability and statistics to use a variety of assessment data to plan effectively for all students. Teachers use formal and informal assessment data to determine the incremental development of students based on the Ohio academic content standards. Teachers encourage students to critically examine their own work and foster their students’ ability to become knowledgeable of how they learn. Teachers provide students and parents with formative assessment results and provide them with strategies to improve student learning.
Emerging Performance Indicators
3.1a - Teachers demonstrate an understanding that assessment is a means of evaluating student learning and is essential to effective instruction.
3.2a - Teachers are aware of the importance of aligning classroom assessments with curriculum and instruction and use a variety of diagnostic, formative and summative assessments.
3.3a - Teachers understand the importance of and demonstrate ability to utilize assessment data to identify students’ strengths and needs, and modify instruction.
3.4a - Teachers understand that students’ progress must be shared with students, parents, caregivers and colleagues.
3.5a - Teachers practice using strategies for students’ to self-assess their learning and set goals.