Beginning proficiency level: 7th Grade Math

Support materials:
Lesson Plan

Overall Rating

Two BP strands and two AP strand equals an 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: APStrand 1: The alignment of assessments with learning goals, and the degree to which assessments are scaffolded

Why AP?

According to the lesson plan, the objective to be taught/assessed is: “SWBAT compare and order integers.” The weekly exit ticket measures mastery of that objective.

The teacher is able to determine the extent of mastery of each part of the objective by requiring students to explain their rationale for comparing integers.

There are no questions on the assessment that are unrelated to the objectives being measured/assessed.

Why not E?

There are no components of the lesson assessment that require higher-order thinking.

Rating: BPStrand 2: The reliability of assessments, as indicated by the number and variation of assessment items aligned to the objectives being tested

Why BP?

Students are given at least one opportunity to demonstrate mastery of each part of the objective (i.e., compare integers and order integers).

Items are directly aligned to the objective

Why not AP?

The students are not given “multiple opportunities” to demonstrate mastery of the sub-objective “order integers.” Only question 3 assesses mastery of that sub-objective.

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 students are given the symbols to fill in the box, they are then required to explain their rationale for their answer. This provides more reliability in the students’ answers.

The assessment is efficient to complete and grade.

Why not E?

The assessment does not include any tasks that “mimic real world application.”

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

Why BP?

The teacher has indicated the correct answers for the assessment, demonstrating that s/he has a vision of mastery. However, the teacher has not identified explicit degrees of mastery.

Why not AP?

The teacher has not identified explicit degrees of mastery.

Rating: I/EStrand 5: The specificity of information provided by the tracking system.

Why I/E?

There is no evidence that the teacher has created a tracking system. For lesson assessments, this is often the case. This will not count against the score for this rubric row.