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Overview Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8

Key Assessment Target Behaviors for Student Learning for Teacher Candidate

Key Assessment

Target Behavior

Core Professional Dispositions Assessment

  • The teacher candidate demonstrates behaviors that are consistent with the belief that all PK-12 students can learn.

Field Experience/Student Teaching Midterm/Final Summative Assessment (for all programs)

  • Assessment planning reflects sophisticated use of assessments. On-going assessments as well as summative and formative assessments are used in many contexts.  Record keeping provides detailed information on students and can be transformed into a format that is accessible to others (e.g. parents/administrators). Learning/practice opportunities are based on pre-assessment and students’ developmental levels. Assessment (formal and informal) is continuous. 

 

  • TC demonstrates the regular use of a variety of assessment strategies (informal observations as well as planned assessments) to demonstrate student learning, to make modifications during instruction for all students, provide feedback to students, and to communicate student progress. Multiple sources of evidence demonstrate that instruction has been modified based on analysis of assessment results. TC makes regular use of self and peer assessment. TC creates ways to provide specific, corrective feedback including peer checklist and self-assessments. TC provides a balance of both group and individual feedback. 

 

  • TC demonstrates the regular use of a variety of assessment strategies (informal observations as well as planned assessments) to demonstrate student learning, to make modifications during instruction for all students, provide feedback to students, and to communicate student progress. Multiple sources of evidence demonstrate that instruction has been modified based on analysis of assessment results. TC makes regular use of self and peer assessment. TC creates ways to provide specific, corrective feedback including peer checklist and self-assessments. TC provides a balance of both group and individual feedback. 

 

  • Uses a reflective cycle (description of teaching, justification of teaching, performance, critique of teaching, setting of goals) to modify instruction or implement change based on reflection.  Changes based on reflection are placed into action in lessons.  Modifications made to lessons are based on the reflection and student assessment. Reflection is translated into action.

Lesson Plan Rubric

 

  • Rubric provides ample, specific details for demonstrating student learning.
  • Appropriate, interesting, non -traditional assessment is provided.  Opportunity for students to demonstrate learning or mastery , student centered

Student Teacher Work Sample

Contextual Factors

  • Comprehensive description of specific relevant student characteristics is provided. Specific implications of these characteristics for instruction and assessment are provided.

Assessment Plan and Results:

  • Content of pre-assessment targets highest priority elements of the unit goal(s).  Each item/element is labeled by unit goal. 
  • Items (or elements) for unit goal(s) in pre-assessment are brief; they address excellent range of knowledge and skills from basic to challenging.
  • Scoring method for pre-assessment is quick, easy, and yields organized, meaningful information.  Mastery level specified. 
  • Content of unit goal(s) is/are assessed before, during, and after instruction with multiple types of assessment.

Lesson Planning: 

  • All state standards and/or specific learning objectives aligned with assessments
  • Accommodations related closely to individual student needs
  • Assessments listed and attached

Lesson Reflections: 

  • Reflections accurately use student assessment data to summarize and analyze student performance.
  •  Reflections suggest specific changes to increase student learning  through accommodations/modifications/ extensions.

Post Assessment Plan and Results

  • Post- assessment is attached and all items aligned with unit goal (s).  Scoring and criteria for mastery clearly explained.  All scoring instruments included.  Logical and complete rationale for relationship to pre-assessment.
  • Appropriately labeled table includes all required elements for this dimension.  Correct computation of data.
  • Specific analysis of overall student learning of the entire unit which thoroughly references data to support conclusions.
  • Specific description of which unit goal/ lesson objective students did best on and which was most difficult. In depth explanation for causes. Reflect on causes if few gains were made
  • Detailed description of the most difficult goal or objective for students with thoughtful analysis of why these results occurred. Specific explanation of changes needed to ensure mastery by all students.
  • Specific description of interventions  (accommodations/modifications/extensions) used from D.1 and complete explanation of their effect on student learning.
  • Detailed discussion of particular strong or weak students and thoughtful reflection on how this will help inform future instruction.

PK-12 Alternative Assessment

  • Task assesses a higher order skill, and skill is appropriate for targeted learners.
  • Instructions provided for students are clear and comprehensive.
  • Scoring method is appropriate for candidate’s decision and feedback needs.
  • Criteria on form match instructions and cover essential items of task.
  • Reasonable levels of proficiency defined for decision making for each criterion.
  • Two student work samples included:
    • One sample well done
    • One sample failed to meet candidate criteria.
  • Reflection
    • Reflection is thorough, addressing:
      • How research informed candidate decisions.
      • Why this particular assessment method (holistic or analytic) was used.
      • Why candidate selected the two student samples included (what made one sample excellent and one less than what you expected.

Teacher Candidate Self-Assessment Survey

  • I can assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop meaningful learning experiences to help all students learn.

New Teacher Hire Survey

  • New teachers from Thomas University demonstrate that they can assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop meaningful learning experiences to help all students learn.

Mentor Teacher Survey of Teacher Candidate Performance

  • Demonstrates that they can assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop meaningful learning experiences to help all students learn.

Recent Graduate Self-Assessment Survey

  • Prepared me to assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and develop meaningful learning experiences to help all students learn.

 

Education that Engages... Empowers... TRANSFORMS

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