|
Congruence
with Instructional Goals
|
Content
and methods of assessment lack congruence with instructional goals.
|
Some
of the instructional goals are assessed through the proposed
approach, but many are not.
|
All
the instructional goals are nominally assessed through the proposed
plan, but the approach is more suitable to some goals than to
others.
|
The
proposed approach to assessment is congruent with the instructional
goals, both in content and process.
|
|
Criteria
and Standards
|
The
proposed approach contains no clear criteria or standards.
|
Assessment
criteria and standards have been developed, but they are either not
clear or have not been clearly communicated to students.
|
Assessment
criteria and standards are clear and have been clearly communicated
to students.
|
Assessment
criteria and standards are clear and have been clearly communicated
to students. There is evidence that students contributed to the
development of the criteria and standards.
|
|
Use
for Planning
|
The
assessment results affect planning for these students only
minimally.
|
Teacher
uses assessment results to plan for the class as a whole.
|
Teacher
uses assessment results to plan for individuals and groups of
students.
|
Students
are aware of how they are meeting the established standards and
participate in planning the next steps.
|
