51 10 DOMAIN 1: Planning and Preparation COMPONENT 1F: Designing Student Assessment The student teacher designs assessments to match clearly defined learning expectations for all PK-12 students as part of the instructional process to guide future planning. Exemplary • Assessments are appropriate, differentiated, and provide opportunities for student choice. • The student teacher encourages students to participate in designing assessments for their own work and to develop rubrics according to teacher-specified learning objectives. • Student teacher designed assessments are authentic with real-world application, as appropriate. • Students provide input based on formative assessment data to inform instructional adjustments. Expected • All learning outcomes have a method for assessment, which may include a non-traditional test design; plans indicate modified assessments for some students, as appropriate. • Assessment criteria are clearly written and assessment types match learning expectations. • Plans include the use of fully-developed assessments during instruction. • Lesson plans indicate possible adjustments based on formative assessment data. Emergent • The planned assessments partially address the instructional outcomes; assessment criteria are vague. • Plans refer to the use of formative assessments, but they are not fully developed. • Assessment results are used to design lesson plans for the whole class rather than individual students. Unsatisfactory • Assessments do not match instructional outcomes and/or are absent criteria. • No formative assessments have been designed. • Assessment results do not affect plans for instruction. Not Observed Discussion Prompts: • Describe your process for designing student assessments. How do you ensure learning outcomes are assessed appropriately? How do you match the type of assessment to the learning expectations? • How do you determine when to modify an assessment? • How do you determine when to use formative assessments and how does the assessment data impact your lesson planning/ delivery? Evidence of Practice: • Test blueprint aligning assessment to instructional outcomes • Assessments (including modified assessments, formative assessments, etc.) • Non-traditional assessments (e.g., projects, portfolios, presentations) 10
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