D3: Learner Progress

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Domain 3. Learner Progress
Rationale:
Effective teachers recognize that it is critical to the learning process to understand each student's readiness level. In order to effectively gauge where students are performing, teachers should use formative and summative assessments to guide their instruction. Assessments should be both formal and informal. Another important aspect of this domain is the timely and specific feedback that teachers must give students in order to enhance student learning.

Below are the foundational components identified as Alamo Heights ISD best practices for ensuring that students are assessed effectively to provide the greatest impact on instruction.



3a. Monitored and Assessed

Things to Consider
Teacher monitors student work during guided practice.
Teacher provides for formative assessment prior to independent practice. Teacher assesses student progress toward learning goals.

Quantity
  • Focus on the number of students that are monitored and assessed.
  • Quality
  • Teacher’s system for obtaining, interpreting and acting on information is focused on student progress in learning. Look for strength, impact, variety, and alignment of the assessment with the objectives.
  • Quality Indicators
  • Teacher’s system for obtaining, interpreting, and acting on information on student progress is consistently focused on short-term and long-term student progress in learning.
  • Teacher consistently uses a variety of effective, creative, unique, and/or innovative strategies formonitoring, assessing, and/or providing feedback on student progress.
  • The teacher consistently acts on assessment data before moving from one stage of instruction to the next or to plan new instruction.
  • The teacher consistently provides positive, specific, and timely feedback, which results in student progress toward learning goals (e.g., students repeating their successes and correcting their mistakes).
  • The teacher consistently uses monitoring and assessment strategies that reflect and understanding of the unique needs and characteristics of students.
  • The teacher consistently conducts formal/informal formative assessments and consistently acts on that information to adjust curriculum and instruction and promote student learning.


3b. Assessment and Instruction are Aligned

Things to Consider
Assessment is directly linked to goals and objectives.
Assessment is directly linked to instructional strategies.
Feedback is directly linked to goals/objectives and instructional strategies.

Quantity
  • Assessment and feedback are aligned with instructional goals, objectives, and strategies.
  • Quality
  • Look for strength, impact, variety, and alignment of the assessment with the objectives. Feedback is specific to the assessment.
  • Quality Indicators
  • Specific, positive, feedback, to all students is consistent and results in additional success, while unsuccessful students recognize their own errors to become successful.
  • Teacher consistently uses a variety of effective, creative, unique, and/or innovative strategies for monitoring, assessing, and/or providing feedback on student progress.
  • The teacher consistently collects and acts on assessment data before moving from one stage of instruction to the next or to plan new instruction.
  • The teacher consistently provides positive, specific, and timely feedback which results in student progress toward learning goals.
  • Monitoring and assessment strategies consistently reflect an understanding of the unique needs and characteristics of students.
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3c. Appropriate Assessment

Things to Consider
Assessment strategies reflect development level of students.
Assessment strategies address learning needs of students.

Quantity
  • Teachers uses a variety of assessment strategies/models to check for understanding.
  • Quality
  • Assessment strategies produce evidence of student success and/or the need for corrective teaching. Look for strength, impact, variety, and alignment of assessment strategies with varied characteristics of students.
  • Quality Indicators
  • Assessment strategies consistently produce evidence of student success and/or the need for corrective teaching.
  • Teacher consistently utilizes creative, unique, and/or innovative assessment strategies that produce evidence of student success and/or the need for corrective teaching.
  • Teacher consistently utilizes assessment strategies, which are chosen and/or customized to fit the developmental level of students.
  • Teacher consistently utilizes assessment strategies, which are chosen and/or customized to fit the learning styles of students.
  • Teacher consistently utilizes assessment strategies, which are chosen and or customized to fit the unique special needs of students.
  • Teacher consistently utilizes assessment strategies, which are chosen and/or customized to fit the unique language/cultural characteristics of students.
  • Project and/or learning rubrics are designed to reflect higher order thinking, collaboration, and problem solving.
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Suggested resources for continued professional development:




3d. Learning Reinforced

Things to Consider
Learning is positively reinforced.
Reinforcement communicates high expectations.
Reinforcement techniques are researched-based and reflect current knowledge and practice within
the content area.
Reinforcement is appropriate to the needs of the learner.

Quantity
  • Look for uniformity and consistency of reinforcement.
  • Quality
  • Reinforcement results in student engagement and success in the learning.
  • Look for strength, impact, variety, and alignment of reinforcement with the learning.
  • Quality Indicators
  • Reinforcement consistently results in students understanding why they are successful, and they are able to repeat their effort and success.
  • Intensity and frequency of reinforcement are consistently monitored and adjusted to fit the level of student performance and the needs of the students.
  • Reinforcement of high level, complex responses and performance is consistent.
  • Reinforcement consistently results in an increase in the frequency, level, and/or quality of student performance.
  • Students consistently self-assess and provide feedback for themselves and/or their peers.
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Suggested resources for continued professional development:



3e. Constructive Feedback

Things to Consider
Teacher gives specific and immediate feedback, when appropriate.
Feedback pinpoints needed corrections.
Feedback provides clarification of the content.
Feedback moves the student toward success with the learning objective.

Quality Indicators
  • Feedback consistently results in students understanding why they are successful (so that they repeat/extend to a higher level their effort and success) and/or why they are unsuccessful (so that they correct their understanding/errors and are successful).
  • Timely, specific feedback consistently results in a higher level/frequency of student commitment to the learning.
  • Teacher consistently utilizes creative, unique, and/or innovative strategies to provide students with timely, specific feedback.
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Suggested resources for continued professional development:



3f. Re-Learning and Re-Evaluation

Things to Consider
Teacher identifies content or skill, which needs to be re-taught or re-evaluated, as appropriate.
Teacher utilizes a variety of re-teach and re-evaluation techniques, as appropriate.
Techniques are research-based or reflect current knowledge and practice within the content area.

Quantity
  • Focus on the impact of the re-teaching, not the number of times the teacher re-taught or re-evaluated material.
  • Quality
  • Relearning opportunities result in student success. Look for strength, impact, variety, and alignment of the re-teach technique with the learning objective.
  • Quality Indicators
  • Students are consistently successful as a result of a re-teach and/or have a higher, more complex understanding as a result of new learning opportunities.
  • Teacher consistently uses, creative unique, and/or innovative strategies that result in a high level of student success and/or a higher more complex understanding.
  • Teacher consistently uses strategies that fit the unique needs/characteristics of students.
  • Teacher consistently monitors and adjusts instruction and conveys an understanding of students’ needs by adjusting instructions, providing additional clarification, or through extensions of learning.
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Suggested resources for continued professional development:
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