60 19 DOMAIN 3: Instruction COMPONENT 3D: Using Assessment in Instruction The student teacher utilizes ongoing strategies to gauge student knowledge and understanding, empowering PK-12 students to self-assess, to monitor progress, and to establish high-standards for assessment. Exemplary • Evidence exists that PK-12 students have helped to establish evaluation criteria for high-quality work. • The student teacher monitoring of student understanding is sophisticated and continuous; the teacher is constantly “taking the pulse” of the class. • The student teacher makes frequent use of strategies to elicit information about individual student understanding. • Feedback to PK-12 students is specific, timely, and comes from many sources, including other PK-12 students. • The student teacher encourages PK-12 students to self-assess, monitoring their own understanding using a variety of tools at their own initiative. Expected • PK-12 students indicate that they clearly understand the characteristics of high-quality work. • The student teacher elicits evidence of student understanding during the lesson. • The student teacher invites PK-12 students to assess their own work and make improvements. • Feedback includes specific timely guidance, at least for groups of PK-12 students. • The student teacher attempts to engage PK-12 students in self- or peer-assessment. Emergent • Little evidence exists that PK-12 students understand how their work will be evaluated. • The student teacher monitors understanding through a single method, or without eliciting evidence of understanding from all PK-12 students. • The student teacher requests global indications of student understanding. • Feedback to PK-12 students is not uniformly specific and not oriented towards future improvement of work. • The student teacher makes only minor attempts to engage PK-12 students in self- or peer-assessment. Unsatisfactory • The student teacher gives no indication of what high-quality work looks like. • The student teacher makes no effort to determine whether PK-12 students understand the lesson. • Feedback is only global. • The student teacher does not ask PK-12 students to evaluate their own or classmates’ work. Not Observed Discussion Prompts: • What do you provide to PK-12 students to ensure they clearly understand the characteristics of high-quality work? • What strategies do you use to elicit evidence of student understanding during the lesson? • What opportunities do you provide for PK-12 students to asses their own work and make improvements or to engage PK-12 students in peer assessment? • What is the role teacher feedback plays in guiding PK-12 students to increasing knowledge and understanding? • What role do student choice and interest have in your classroom (e.g., in how PK-12 students represent thinking and learning)? • How do you adjust your assessment plan in response to authentic student curiosity and initiative? Evidence of Practice: • Ongoing assessments, including pre and post assessment • Question design • Assessment strategies • Criteria-based student assessment tools 19
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