CSTP V - Assessing Student Learning

This section should show evidence that you:

• Establish and clearly communicate learning goals for all students;
• Collect information about student performance from a variety of sources;
• Involve all students in assessing their own learning;
• Use information from a variety of ongoing assessments to plan and adjust learning opportunities that promote academic achievement and personal growth for all students; and
• Exchange information about student learning with students, families, and support personnel in ways that improve understanding and encourage further academic progress.

Ed462: Lesson plans; running record assessment.

Ed464: Lesson plans; Silviroli assessment.

Ed466: Lesson plans; secondary reading assessment.

Ed474: Assessment done during Integrated Thematic Unit practice session; evidence from fieldwork.

Ed476: Assessment strategies assignment; Task 3 assessment reflection.

SpEd457: Student-created “assessment notebook” organized to address special needs students.

   Other examples of the types of evidence that might be appropriate for this section:

Lesson plan content areas: ideas for whole-group monitoring; lessons differentiated to meet individual student needs; samples of pre-, mid-unit-, and post- assessment; multiple measures of student skills (e.g. on-demand assignment, observation, work over time, standardized assessment); evidence of monitoring student learning during instruction;

Reflection possibilities: reflections on using a scoring rubric; reflections on “best” assessments (and why).

Other ideas: graded papers showing assessment by a standards-referenced rubric; student portfolio examples, including reflections and work in progress; peer-guided rubrics for peer review of work; publishers’ tests; teacher-generated, criterion-referenced tests; evidence of curriculum calibration; rubrics for individual assignments/assessments.