The evaluator sees that Ellen gives her students grades. The evaluator asks to see Ellen's assessments in order to check the alignment between the assessments and long-term, unit and lesson plans.
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
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 objectived
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.
Strand 5: The specificity of information provided by the tracking system.
Creates or obtains tracking system that records student performance on assessments
Creates or obtains tracking system that calculates and reports individual and class progress toward big goals
For TFA Staff: Guidance for Pre-Novice and Novice Ratings
Acknowledges that she has no assessments and that she had assigned students grades based on her own sense of how hard each student was trying?
Ellen has not attempted to "Create or Obtain Assessments" as described in the teacher action for P-1 and in the Novice cell.
Because a lack of an attempt is always Pre-Novice, Ellen would rate PRE-NOVICE on P-1.
Had instead said that she based her grades on her own determination of student comprehension from questioning students in class?
Here, the evaluator must make a judgment as to the reality and value of those classroom questions. It is conceivable that a highly skilled teacher could orally question a class of students for assessment and grading purposes, but it would be very difficult (and unlikely to have happened here). That said, if Ellen considers those questions to be her assessments, it does represent an "attempt," whether or not it is successful, warranting at least a Novice rating.
Thus, depending on what else the evaluator could learn, Ellen would rate at least NOVICE.
Created strong diagnostics and assessments, but did not have any grading or tracking system of any kind?
In this case, where there is an attempt on one strand (whether successful or not) combined with no attempt on another, the teacher has attempted the teacher action generally and therefore warrants a Novice rating. Note that an attempt on even one of the strands delineated in the BP cell, even if there is not attempt on the others, is Novice proficiency.
Thus, Ellen would rate a NOVICE rating in this case.