Beginning proficiency level: 7th Grade Spanish Language Assessments

In this example, an Evaluator and CM discuss assessments.

Support materials:
CM and Evaluator Transcript and Assessment Materials

Overall rating & analysis

Overall rating: Two BP ratings and three AP ratings equals and overall rating of BP+.

Beginning

Advanced

Exemplary

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.

Creates or obtains diagnostics that provide detailed information about the extent of readiness of each student, formative assessments (as well as lesson assessments) that, when appropriate, scaffold questions to discern the extent of mastery of each learning goal taught, and summative assessments that measure mastery of each learning goal taught, including components requiring higher-order thinking. Assessments contain no questions 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)

Uses multiple items in multiple modes, aligned to the same objective, in summative, and if appropriate, formative assessments (while 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)

Uses authentic assessments, when appropriate, to reveal 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.

Grading systems are consistent and extremely efficient, 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 individual items.


Analysis: Why did the teacher receive these ratings?

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

Why BP?

    According to the narrative, the key learning goals to be taught/assessed are
  • SWBAT use basic conversational vocabulary (greetings, introducing self and others, expressing simple emotions).
  • SWBAT identify the numeral for each Spanish number word 0-20 and generate the Spanish number word when given a numeral 0-20.
  • SWBAT list three Spanish-speaking countries with their geographical region
  • The weekly quiz covers all of the learning goals listed above and does not contain any extraneous items.

Why not AP?

The quiz does not scaffold questions to discern extent of mastery of 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?

Multiple items are used for each objective to increase the reliability of the assessment.

Why not E?

The assessment does 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?

The items reveal true mastery of the objectives being assessed because students are not likely to answer questions correctly unless they know the material. For example, even though a word bank is provided, some of the words are used more than once and some are not used at all. It will be difficult for students to merely guess the answers and score correctly.

The assessment is efficient to complete and grade.

Why not E?

The assessment does not include any performance tasks.

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

Why BP?

The grading system provides an accurate picture of student performance against goals because, on the weekly quiz, it is very clear what students need to do to earn the listed numbers of points, and the grading system is therefore able to provide an "accurate picture."

Why not AP?

The grading system is not "detailed" enough — i.e., the teacher has not detailed varying degrees of student mastery, thus it is not clear how students perform on each objective.

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

Why AP?

The teacher has a tracking system that tracks students’ scores on individual weighted assessments and then calculates each student's current average as well as the overall class average (listed as 80%). It both "calculates and reports individual and class progress toward big goals."

Why not E?

Objectives are clumped together in the tracking system, and it is impossible to tell "where individual students need improvement on particular objectives."