Planning: Dimension 1.2
Dimension 1.2 Data and Assessment
The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.
Clarifying Statement
This dimension focuses on how teachers use formal and informal data and assessments to assess student progress and growth in relation to the instructional goals and content objectives. Teachers review and analyze multiple sources of data to measure progress and growth, then adjust instructional strategies and lesson delivery, as necessary, to ensure that students are successful in mastering the learning expectations.
Standards Basis:
Standards Basis: 1B, 1F, 2B, 2C, 5A, 5B, 5C, 5D
Possible Sources of EvidencePossible Sources of Evidence:
- Conferences and Conversations with the Teacher
- Formal Observations/ Walkthroughs
- Classroom Artifacts
- Student Growth Processes
- Analysis of Student Data
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Data and Assessments
Data and Assessments may include some of the following:
- State assessment data
- TELPAS and AMAO Results
- Content-based assessments, common benchmarks, or unit assessments
- Criterion- or norm-referenced tests
- Classroom assessments, formal and informal
- Teacher observations
- Running records
- Individualized education plans
- Student work, journaling,
- Lesson study and delivery processes
- Scope and sequence, pacing guides and/or other curricular/focus documents
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T-TESS Alignment to Practice:
- Data and assessments are used to set individual and group learning goals.
- Teachers consistently review student data in relation to student curriculum standards to ensure instruction is on track and make adjustments, as necessary, to meet the needs of all students.
- Teachers consistently utilize both formal and informal methods of measuring student progress and mastery of learning objectives and content knowledge and skills.
- Learning outcomes are directly linked to assessment measures that most accurately predict and assess student learning.
- Teachers use varied methods of assessing student learning, accommodate students’ learning needs with these assessments, and compare data measure, as appropriate to determine trends and patterns over time and develop a holistic picture of students’ strengths and learning needs.
- Processes are established to regularly collect, review, analyze and apply data to monitor student progress in a timely, thorough, accurate and appropriate manner.
- Teachers use data and assessments to inform instructional practices, design and delivery, and differentiate their teaching practices to improve student learning based on assessment outcomes.
- Students are involved in self-assessment, goal setting and monitoring their progress with both formal and informal measures.
- Teachers consistently communicate with students and their families using data and assessments to share timely and comprehensible feedback so that both students and families understand the learning goals and how students are meeting these goals.
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Key Questions:
- How is data collected and managed in your school to facilitate access for teachers?
- What types of data and assessments does your school use to guide instructional decisions?
- How is data used to inform instructional practices and individualize learning for all students?
- How are other stakeholders, including students, involved in reviewing and understanding data and assessment measures?
Distinguished
Instructional Materials Includes:
- Formal and informal assessments to monitor progress of all students, shares appropriate diagnostic, formative and summative assessment data with students to engage them in self-assessment, build awareness of their own strengths and weaknesses and track their own progress.
- Substantive, specific and timely feedback to students, families and school personnel on the growth of students in relation to classroom and campus goals and engages with colleagues to adapt schoolwide instructional strategies and goals to meet student needs while maintaining confidentially.
- Analysis of student data connected to specific instructional strategies and use of results to reflect on his or her teaching and to monitor teaching strategies and behaviors in relation to student success.
Accomplished
Instructional Materials Includes:
- Formal and informal assessments to monitor progress of all students and incorporate appropriate diagnostic, formative and summative assessments data into lesson plans.
- Substantive, specific and timely feedback to students, families and other school personnel on the growth of students in relation to classroom and campus goals, while maintaining student confidentiality.
- Analysis of student data connected to specific instructional strategies and use of results to reflect on his or her teaching and to monitor teaching strategies and behaviors in relation to student success
Proficient
Instructional Materials Includes:
- Formal and informal assessments to monitor progress of all students.
- Consistent feedback to students, families and other school personnel while maintaining confidentiality.
- Analysis of student data connected to specific instructional strategies.
Developing
Instructional Materials Includes:
- Formal and informal assessments to monitor progress of most students.
- Timely feedback to students and families.
- Utilization of multiple sources of student data.
Improvement Needed
Instructional Materials Includes:
- Few formal and informal assessments to monitor student progress.
- Few opportunities for timely feedback to students or families.
- Utilization of few sources of student data.
Student-Centered Actions
Teacher-Center Actions
