Assessment Strategies
The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
Sample Performance Indicators
5.1 Aligns student assessment with the established curriculum and benchmarks.
5.2 Involves students in setting learning goals and monitoring their own progress.
5.3 Varies and modifies assessments to determine individual student needs and progress.
5.4 Uses formal and informal assessments for diagnostic, formative, and summative purposes.
5.5 Uses grading practices that report final mastery in relationship to content goals and objectives.
5.6 Uses assessment techniques that are appropriate for the development level of students.
5.7 Collaborates with others to develop common assessments, when appropriate.
5.2 Involves students in setting learning goals and monitoring their own progress.
5.3 Varies and modifies assessments to determine individual student needs and progress.
5.4 Uses formal and informal assessments for diagnostic, formative, and summative purposes.
5.5 Uses grading practices that report final mastery in relationship to content goals and objectives.
5.6 Uses assessment techniques that are appropriate for the development level of students.
5.7 Collaborates with others to develop common assessments, when appropriate.
GA DOE TKES Performance Rubric
ExemplaryIn addition to meeting the requirements for Proficient...
The teacher continually demonstrates expertise and leads others to determine and develop a variety of strategies and instruments that are valid and appropriate for the content and student population and guides students to monitor and reflect on their own academic progress. (Teachers rated as Exemplary continually seeks ways to serve as role models or teacher leaders.) |
ProficientProficient is the expected level of performance.
The teacher systematically and consistently chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. |
Needs DevelopmentThe teacher inconsistently chooses a variety of diagnostic, formative, and summative assessment strategies or the instruments are sometimes not appropriate for the content or student population.
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IneffectiveThe teacher chooses an inadequate variety of diagnostic, formative, and summative assessment strategies or the instruments are not appropriate for the content or student population.
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Click above to see how easy it is to get ExitTicket up and rolling in your classroom - it's free!
Use exit tickets to assess learning and plan future lessons. While you watch the above video, ask yourself "how does Mr. Crandall use exit tickets to help plan future lessons"; "how does Mr. Crandall ensure that exit tickets are a low-stress assessment" and "what might you assess uing exit tickets"?
How To Use Google Drive and Evernote To Create Digital Portfolios
Mastery Connect is quickly becoming one of the best resources to share and discover common formative assessments in RELA and Math. It is free to sign up. You can search by grade, subject, standards or a combination of all three.
Using the circles explained in these links, students have to analyze themselves by a 1-4 scale in two ways. The first side includes: "1: Help Me! I don't understand. 2: I need some help, but it can wait a few minutes. 3: I am good to go! 4: I can teach someone!" The other side of the circle allows students to self-assess if they need help after learning something new.
Using forms in Google docs lets anyone create forms quickly and share those forms via email and embed them into a webpage or blog. The attached link will direct you to an article explaining this process including how to create formulas that allow you to have your forms graded in minutes.
This video (runs less than 1 minute) provides a great end-of-lesson assessment strategy that could serve as an exit slip for any grade and any subject area.