Martin, a Special Education teacher with a class of eight students, starts off the year by talking with his students’ teachers from the previous year. He decides not to give diagnostic tests since he feels that the teachers have given him an accurate picture of his students’ current performance levels ("very, very behind"). By mid-October, when his evaluator realizes that Martin hasn't yet offered any diagnostic or summative tests and asks why, Martin says, "Since there are only eight students, I can assess enough from just observing them in the classroom. I don't want to be that kind of teacher who gives formal tests. If I'm doing my job, I should be able to know how they're doing without making them take tests."
Demonstrates attempt to administer diagnostic, formative, OR summative assessments, to grade accurately, and to track student performance periodically
Accurately explains key strategies for administering diagnostics and summative assessments
Accurately explains process for grading and tracking student performance
Explains in a compelling way the importance of each strategies and process
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
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
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
For TFA Staff: Guidance for Pre-Novice and Novice Ratings
When his evaluator asks about Marin's "visual assessments," responds "Well, I don't know. . .I just kind of watch to see how they are doing"? Martin acknowledges that he has no assessments and hasn't yet figured out how he's going to submit grades.
Martin has not attempted to administer diagnostic or summative assessments. Since he hasn't given any assessments (and his suggestion that he can watch them and assess them seems unsupported), he has no grades, and can't track his students’ performance.
Because of his lack of attempt on all three strands, Martin would rate PRE-NOVICE for E-6.
Had given a diagnostic exam in the beginning of the year, but never gave any summative exams since?
Martin could have initially been rated at least Novice if he had used diagnostic exams in the beginning of the year. But he cannot stay at the Novice rank if he fails to give graded summative exams.
Once enough of the year has passed that it is reasonable to have expected summative exams, an evaluator is looking for attempts to implement both diagnostic and summative assessments to be at least Novice. Here, Martin would fall back to the rank of PRE-NOVICE.
Had not given diagnostic exams in the beginning of the year, but then started using graded summative exams during the year?
Martin would have started the year with Pre-Novice rank, but would then advance to Novice once he began using summative assessments. Teachers can be Novice without having ever given any diagnostics (but cannot reach BP rank without diagnostics).
Martin would advance to NOVICE rank.