Assessment Plan Self Evaluation

TWS Standard: The Teacher uses multiple assessment modes and approaches aligned with learning goal(s) to assess student learning before, during and after instruction.

Rating
Indicator / 3
Indicator Met / 2
Indicator Partially Met / 1
Indicator Not Met / Score
Alignment of Learning Goals(s) and Objectives with Assessment / Each of the learning goal(s) and/or objectives is assessed through the assessment plan; and assessments are aligned with the goal(s) and objectives for student learning; and assessment is always conducted before, during and after instruction. / Some of the learning goal(s) and/or objectives are assessed through the assessment plan; and/or assessments are mostly aligned with the goal(s) and objectives for student learning; and/or assessment is usually conducted before, during and after instruction. / Learning goal(s) and objectives are not appropriately assessed through the assessment plan; and/or assessments do not align with the goals(s) and objectives for student learning; and/or assessment is not consistently conducted before, during, and after instruction.
Multiple Modes / Multiple assessment modes are used through the assessment plan and are congruent with the learning goal(s) and/or objectives in content and cognitive complexity. / Multiple assessment modes are used though the assessment plan, but many are not congruent with learning goals(s) and/or objectives in content and cognitive complexity. / Modes of assessment are limited and/or assessment lacks congruence with learning goals(s) and/or objectives or lack cognitive complexity.
Criteria for Student Performance / Assessment criteria are clear and are explicitly linked to the learning goal(s) and/or objectives. / Assessment criteria have been developed, but they are not clear or are not explicitly linked to the learning goal(s) and/or objectives. / The assessments contain no clear criteria for measuring student performance relative to the learning goal(s) and/or objectives.
Assessments (Technical Soundness) / Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students. / Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students. / Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students.
Adaptations Based on the Individual Needs of Students / Teacher plans adaptations to assessments that are appropriate to meet the individual needs of all students. / Teacher plans adaptations to assessment that are appropriate the meet the individual needs of some students. / Teacher does not plan to adapt assessments to meet the individual needs of students or these assessments are inappropriate.

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