| Assessment of Student Learning |
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The effective teacher designs instruction that grows out of diagnostic assessment, is informed by ongoing assessment and leads to final evaluative assessment that connects with the learning design of the instruction. Such assessment is authentic, being grounded in activities that reflect meaningful use of knowledge and skills.
The Stories in History webquest is enmeshed with these types of assessments. The TASK page identifies criteria and learning objectives for the students. The EVALUATION page offers rubrics for self- assessment; the PROCESS and CONCLUSION pages offer time and tools for self-assessing and reflecting on processes. These sections of the unit design reveal my growing expertise in designing instruction that communicates assessment criteria and standards. The Rationale given on the TEACHER INTRODUCTION page underscores the assessment-centered design of the unit. |
| Standard I- The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. |
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| The beginning teacher knows and understands:
1.25k the role of assessment in guiding instructional planning; 1.26k the importance of creating assessments that are congruent with instructional goals and objectives; 1.27k the characteristics, uses, advantages, and limitations of various assessment methods and strategies; 1.28k the role of technology in assessing student learning; 1.29k the benefits of and strategies for promoting student self-assessment |
| The beginning teacher is able to:
1.24s use a variety of assessment methods, including technology, that are appropriate for evaluating student achievement of instructional goals and objectives; 1.25s communicate assessment criteria and standards to students; 1.26s design assessments, where appropriate, that reflect real-world applications of knowledge and understanding; 1.27s promote students� use of self-monitoring and self-assessment; 1.28s analyze assessment results to aid in determining students� strengths and needs; and 1.29s use assessment results to help plan instruction for groups of students or individuals. |
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| Reflection and Evidence |
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