Pre-Novice proficiency level: Joaquin

Because no assessment is given on the day she evaluates his classroom, the evaluator tells Joaquin to bring copies of all his assessments for the unit he is currently teaching to his next post-observation conversation. On that day, Joaquin arrives without any assessments.

Novice

Beginning

Advanced

In action…
Demonstrates attempt to create or obtain standards-aligned diagnostic, formative, OR summative assessments (with tracking and grading systems) to determine where students are against big goals



In reflection…
Accurately explains the criteria to consider when creating or obtaining diagnostics and assessments, as well as how they are used to determine student progress toward big goals

Strand 1: The alignment of assessments with learning goals, and the degree to which assessments are scaffolded

Creates or obtains diagnostics that assess students' readiness, as well as formative (including) lesson assessments) and summative assessments that measure each learning goal taught. Assessments contain no questions unrelated to the learning goals taught.

Creates or obtains diagnostics that assess the extent of readiness of most students, as well as formative assessments (including lesson assessments) that, when appropriate, scaffold questions to discern extent of mastery of each learning goal taught and summative assessments that measure mastery of each learning goal taught. Assessments do not contain any items unrelated to the learning goals taught.

Strand 2: The reliability of assessments, as indicated by the number and variation of assessment items aligned to the objectives being tested

Uses items (e.g., questions, rubric rows) aligned to the objectives being tested

Uses multiple items aligned to the same objective, in summative and, if appropriate, formative assessments (while also balancing the need for efficiency)

Strand 3: The degree to which (and efficiency with which) assessments test students' genuine mastery of the objective

Ensures assessment reveals true mastery of the intended objectives

Ensures each item reveals true mastery (while balancing the need for efficiency)

Strand 4: The quality, reliability and efficiency of the grading systems.

Grading systems provide an accurate picture of student performance against goals to guide future planning, and the teacher can accurately articulate a vision of student mastery

Grading systems efficiently provide a detailed, increasingly reliable picture of student performance against goals to guide future planning, and the teacher can accurately articulate what explicit degrees of student mastery look like on items.


For TFA Staff: Guidance for Pre-Novice and Novice Ratings

Analysis: Why did the teacher receive these ratings?

Rating: EStrand 1: The alignment of assessments with learning goals, and the degree to which assessments are scaffolded

Why E?

The state standards are translated into daily objectives. The summative assessment includes questions that assess every objective. Therefore, the unit assessment measures "each learning goal taught."

The objectives are scaffolded, and there are questions for each objective, so the teacher is able to "discern extent of mastery of each learning goal taught." For example, the test assesses whether students can first "list the characters," then "explain who each character is," and finally "identify the main character(s)."

The objectives themselves address higher-order thinking. Students are asked to interpret the story and explain their interpretations. In question 16, they are also asked to evaluate.

Each question matches up to an objective; no questions are extraneous. Also, what students are expected to do in the question (e.g., list, identify, explain, evaluate, etc.) is the same thing the objective asked them to do

Rating: APStrand 2: The reliability of assessments, as indicated by the number and variation of assessment items aligned to the objectives being tested

Why AP?

The teacher uses at least two questions to assess mastery of each objective. Thus, the teacher “uses multiple items aligned to the same objective.”

Why not E?

All of the questions are short responses; they do not incorporate "multiple modes."

Rating: APStrand 3: The degree to which (and efficiency with which) assessments test students' genuine mastery of the objective

Why AP?

Because students are reading the passage for the first time, the questions will reveal whether or not they have mastered the objectives. Further, the assessment is as efficient as possible because the teacher can easily circle the point value.

Why not E?

This assessment is not a performance assessment.

Rating: EStrand 4: The quality, reliability and efficiency of the grading systems.

Why E?

The grading systems are consistent because the teacher tracks progress on both formative and summative assessments.

The grading systems provide an "extremely reliable" picture of student performance because students are assessed formatively with Exit Tickets and conferences, as well as summatively on unit tests.

Further, on all of the assessments, the teacher clearly determines the scale in advance. When items are worth multiple points, the teacher creates a rubric to distinguish between different levels of proficiency.

The teacher can use the “picture of student performance against goals to guide future planning” because the teacher enters mastery by objective into the tracking sheet.

Rating: EStrand 5: The specificity of information provided by the tracking system.

Why E?

The tracking system reports "individual and class progress toward big goals and highlights where individual students need improvement on particular objectives."