Exemplary proficiency level: Secondary/Chemistry

The results of the unit test represented in this example will inform how the teacher structures the next unit in which the students will begin to complete more lab-based chemical reaction activities. This test will assess the students’ mastery of Unit Seven objectives as well as readiness for Unit Eight objectives.

The teacher regularly assesses students using lab-based demonstrations and experiments in daily and weekly assessments. The teacher finds that this is not always feasible at the unit level.

Support materials:
Unit Test
Tracking Tool

Overall rating & analysis

Overall rating: ??

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

Why E?

Where appropriate, the teacher scaffolds questions to determine where learning breaks down in reaching mastery of the learning goal. For example, before requiring students to write balanced chemical equations for combustion reactions, the teacher first asks students to identify the basic structure of those types of reactions.

The assessment includes items requiring higher order thinking, addressing each learning goal taught. For example, the students are asked to use observation skills to determine the type of chemical reaction and then write the correct balanced chemical equation.

There are no extraneous items, not related to the learning goals taught.

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

Why E?

The assessment contains multiple items in multiple modes for each objective being assessed. For example, the range of modes for the objective “write a balanced equation, given formulas” include fill in the blank, multiple choice, and free response.

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

Why E?

The teacher uses the free-response and lab-based activities to assess mastery of unit objective in an “authentic” way. For example, students are asked to design and perform a laboratory exercise to replicate how Tums antacids work, while demonstrating mastery of the objectives. In addition, all items are clear and reveal true mastery of the objectives.

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

Why E?

The teachers answer key/rubric demonstrates that s/he has an accurate picture of varying degrees of student mastery for each test item. The grading system is easy to apply and will represent both efficiency and accuracy in grading.

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

Why E?

The teacher tracks mastery of objectives for each individual according to individual goals. The tracker highlights where students have/have not met their individual goals for mastery for each learning goal taught. In addition, the tracker tracks individual objective mastery.