Exemplary proficiency level: Elementary School

The teacher administers a diagnostic at the beginning of the school year to assess student’s pre-requisite skills as well as a pre-test before each unit to assess student's mastery of upcoming objectives. She then uses this information to adjust long-term and unit plans.

Support materials:

Video clip #284

Overall rating & analysis

Overall rating: Exemplary.

Beginning

Advanced

Exemplary

Strand 1: The frequency with which the teacher assesses students’ progress.

Periodically administers diagnostic and summative assessments to determine student performance

Regularly administers diagnostic, formative, and summative assessments to determine student progress

Administers assessments as often as necessary for students to work to mastery

Strand 2: Accuracy and efficiency in grading and the students’ understanding of their own performance.

Grades accurately and efficiently so that students are aware of their performance

Accurately and efficiently grades in a way that helps students understand their performance and where they are in relation to the big goal

Accurately and efficiently grades in ways that help individual students learn their strengths and weaknesses, improve their performance and see where they are in relation to the big goal

Strand 3: The frequency with which the teacher tracks student performance.

Tracks student performance periodically

Tracks student performance regularly so that data can inform short- and long-term planning and differentiation

Tracks student performance immediately so that data can drive short- and long-term planning and differentiation


Analysis: Why did the teacher receive these ratings?

Rating: E Strand 1: The frequency with which the teacher assesses students’ progress.

Why E?

The teacher daily assesses students informally to determine level of mastery on daily objectives. In addition, the teacher gives students weekly or bi-weekly assessments to determine “retention” of standards. This is appropriate and necessary for students of this age group.

Rating: EStrand 2: Accuracy and efficiency in grading and the students’ understanding of their own performance.

Why E?

Students in this class know what it means to get a “1,” “2,” “3,” or a “4” on a daily assessment and work hard to differentiate their own instruction to gain mastery of standards. The teacher explains that a student is able to use the tracking tool to see what s/he needs to work on (e.g. “thermometers”) and uses the extra time at the end of the school day to work to gain skills in that particular area.

The teacher is very compelling in her explanation of sharing grades with students. It is apparent both from the teacher’s explanation and the student interview that students know exactly where they are in terms of objective mastery, how to proceed and how to evaluate and contribute to their own success.

Rating: E Strand 3: The frequency with which the teacher tracks student performance.

Why E?

The teacher uses daily tracking system immediately to place students in various centers based on their level of mastery. The teacher then leads the students in tracking “retention” such that the students are able to know “where each student currently performs and how far each student has to go to achieve mastery.” In addition, the teacher uses the data to adjust long-term and unit plans.