What is it? Component F of Domain 1 takes the importance of assessments in the classroom and breaks it down into standards of classroom practice that teachers can successfully implement. This component emphasizes the importance of assessments that measure a full range of skills and knowledge. In addition, it is important that the assessments incorporate different methods and are designed to enable that every child is able to be tested no matter their particular needs. Component 1F is essentially guidelines for the ways in which educators should design, implement, and even analyze student assessments.
Why do we need it? This component is necessary to proper educating because being an impact teacher requires both assessment of learning and assessment for learning. Educators need to know if their students are meeting and understanding the intended outcomes and assessments of learning ensure this. Without this component and the emphasis on designing student assessments it would be quite difficult to determine if students truly grasp the subject matter being taught to them. It is an educators job to help cultivate the minds of younger generations and because of this it is essential that we know if we are being successful.
What are the elements? Just like component 1E, component 1F is made up of four different elements. The first element is all about the importance of having congruence with instructional outcomes. Essentially this means that assessments must match with the learning expectations. The next element targets criteria and standards. It is extremely important for expectations to be clearly defined for students in the classroom. The third element focuses on the design of formative assessments. It is key that assessments for learning are planned as a part of the instructional process. The last element centers on what Danielson calls use for planning. This means that the educator uses the results of assessments to guide future planning.
What does implementation look like? Teachers have a variety of options when it comes to implementing component 1F into the classroom. Below are just a few suggestions.
Create rubrics that tie into each lesson or project outcome and allow students to suggest what they think are important components to include in the rubric. One of the pictures below is an example of a rubric created for an elementary school art class.
Write notes on and about individual students work, in order to focus their attention on their successes and on improvements that can be made.
Have individual conferences with students, if possible, in order to assess their knowledge base in a different setting.
Keep detailed records of data and progress for each student in an individual folder.
Spend time creating lesson plans that show where assessments are incorporated or built in.
Allow class time after each assessment in order to go over questions that were frequently missed and clarify specific concepts that students are not grasping.
It is key that multiple options are created for assessments so that they can meet the needs of every child. An impact teacher creates every assessment in multiple ways at the start of the design process in order to be prepared for this.
Assessments do not always have to be formal. For example, using exit tickets in the classroom where students must reflect on new information learned is a great form of assessing students understanding.
Incorporate student surveys regarding assessments into the classroom. For example, provide opportunities for students to be able to express their thoughts. Ask them if your directions on exams are clear enough. Ask them if they felt well informed from the lessons or if they needed further explanation.
After each assessment incorporate the reflective teaching cycle. Make changes based on the results in order to better the education process.
Sources: Danielson Group » The Framework. (2017). Danielsongroup.org. Retrieved 21 September 2017, from http://www.danielsongroup.org/framework/
Elementary art room sample rubric. (2017). 1.bp.blogspot.com. Retrieved 14 October 2017, from http://1.bp.blogspot.com/-muDM-0lx3D4/UHsGtVW751I/AAAAAAAADdk/I8SAYyBHavI/s1600/Generic+Rubric+2.JPG
Shift to Smarter Balanced assessments | EdSource. (2017). Edsource.org. Retrieved 14 October 2017, from https://edsource.org/storylines/shift-to-smarter-balanced-assessments