Guidelines


The constructive reflection in this domain will center on your ability to create and use assessment for both formative and summative purposes. In your constructive reflection in this domain, you will provide artifacts of professional quality that demonstrate your ability to use assessments to make instructional decisions and to document student growth.

The artifacts used to document the following should include both teacher-made work samples and samples of student work. Student work may include samples that exceed expectations, meet expectations, or fall below expectations in terms of student achievement and/or progress.
  • Samples of formative and summative assessments used in the classroom appropriate for students and subject matter (Competency 16)
  • Demonstrated growth for a group of students over time through formative or summative assessments, such as KWL activities, writing samples, and pre- and post-tests (Competency 18)
  • A lesson or instructional activity that was developed based on student assessment results (Competencies 17 & 18)


Assessment and Evaluation for Learning Rubric


Below Expectations
Meets Expectations
Exceeds Expectations
The constructive reflection lacks depth and/or the artifacts fail to support the constructive reflection and do not provide evidence of student growth.
The constructive reflection coherently demonstrates the student teacher's ability to create and use both formative and summative assessments and is supported by artifacts of professional quality. Evidence of student growth is documented.
In addition to meets expectations:
The constructive reflection and artifacts are insightful and demonstrate a thorough understanding of formative and summative uses of assessment; additional artifacts of professional quality are provided to demonstrate competencies in the assessment and evaluation of learning domain.



Assessment and Evaluation of Learning Exemplars


Elementary Program:
Secondary Program:

Social Studies:

Science:
Special Education Program: