Novice proficiency level: 5th Grade Math

In this example, an Evaluator and CM discuss the mathematics assessment.

Support materials:
CM and Evaluator Transcript and Assessment

Overall rating & analysis

Overall rating: Three novice strands, one BP strand and one AP strand equal an overall Novice rating.

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.

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

Creates or obtains tracking system that records student performance on assessments

Advanced Proficiency

Creates or obtains tracking system that calculates and reports individual and class progress toward big goals


Analysis: Why did the teacher receive these ratings?

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

Why N?

    According to the narrative, the key learning goals are
  • identify fractions and create visual representations
  • identify and find equivalent fractions
  • identify mixed numbers and create visual representations
  • convert between improper fractions and mixed numbers

The end of unit test covers one, two, and four as well as the first part of three, but students are not asked to create visual representations of mixed numbers and the assessment therefore does not "measure each key learning goal taught."

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 provides more than one opportunity for students to demonstrate mastery of each objective tested. (e.g. The students are asked to write the fraction represented by each picture twice.)

Why not E?

The teacher does not provide multiple modes of testing for each objective.

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

Why N?

The teacher does not ensure that the "assessment reveals true mastery of the intended objectives." For example, question #5, a matching question, does not provide enough options to reveal whether or not students have truly mastered the objective, since they could easily use the process of elimination to discover the right answer. No other question on the test reveals whether or not students are able to "convert between improper fractions and mixed numbers." Therefore, the assessment does not reveal true mastery related to this objective.

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

Why N?

It is unclear how the teacher assigns points for each item on the test. Each item is worth five points, but it is not clear exactly how those points are assigned. For example, question one has two parts worth five points. Question three has seven parts but is also out of five points. Therefore the grading system is not likely to provide an "accurate picture of student performance."

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

Why BP?

The teacher references a "grade book" in which s/he has kept track of student performance on assessments.

Why not AP?

There is no evidence that this grade book "calculates and reports individual and class progress toward big goals," as it seems only to record scores on individual assessments.