TPE 5: Assessing Student Learning
Evidence of Achievement: Example
I use a variety of assessment tools in the classroom. I use formative assessments, such as discussing concepts with students during guided or independent practice, and summative assessments, such as through pre- and post- on-demand assessments.
Elements
Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.
Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time.
Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.
Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.
Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.
Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.
Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.
Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.