1. Task Description View Page
  2. Criteria for Standards(s)

Task Description View Page

Southern University Baton Rouge

College of Education

Task 01C: Classroom Assessment System

CRIN 402: Evaluation Procedures

Standards Infused and Assessed

Base Standards : Assessment and Technology

Standards/Indicators Assessed:

ACEI:                                             4.02, 4.03, 4.04, 4.05, 4.07

Conceptual Framework (CF)                  1.0, 4.0

CEC Core:                                    8.07, 8.09, 8.15

CEC General:                                    8.06                                             

INTASC Indicators:                            8.01, 8.02, 8.06, 8.07, 8.08, 8.11

LCET                                              I.A.2, I.A.4, I.A.5, III.A.5, III.D.2

NAEYC:                                    3.03

Task Description

The candidate develops a classroom assessment system for the semester. The product includes lists of outcomes, pre-assessment activities, and traditional and alternative assessment strategies as well as a copy of the candidate’s electronic recordkeeping system or grade book.

Directions

This is a large task in which you will develop a classroom assessment system for the semester. In developing your system, you should do the following:

  1. Check with your cooperating teacher about any grading requirements in the district or school so that you can ensure that the system is consistent with the school’s assessment policy and procedures.
  1. Correlate the outcomes with the Louisiana Content Standards and district curriculum requirements and then classify them according to Bloom’s taxonomy (or relevant substitute taxonomy).
  1. Develop a set of pre-assessment activities you could use for planning at the beginning of the semester. These activities should be designed to assess students’ cognitive and affective needs.

  1. Identify a set of post-assessments, including both traditional and alternative, to measure every outcome. Indicate which assessments need to be modified for Language Challenged (LC) students, whether there are students in your class or not.
  1. Identify some opportunities for students to assess their own work, including portfolios for some of the outcomes.
  1. Determine some opportunities and strategies to involve students in decisions about how they can reach their next performance level and describe them.

  1. Determine the percentage for each type of assessment (e.g., quizzes, tests, etc.) to be used for calculating the grade for the marking period.
  1. Create your grade book using spreadsheet or grading software.

Task O1C: Classroom Assessment System

Scoring Rubric

Name: ______________________________________                  Submission #: ____

Rating Scale Key: T= target; A = acceptable; U = unacceptable

Decision for Proficiency on this Task (check one):

Element # Criterion for “target” rating Rating
Outcomes 1 Outcomes are appropriate and comprehensive to the curriculum domain __ T __ A __ U 
 2 Outcomes are correctly classified according to Bloom or another taxonomy. __ T __ A __ U 
 3 Outcomes include higher order thinking. __ T __ A __ U
State/local curriculum standards 4 All relevant state and local curriculum standards are taught and assessed. __ T __ A __ U
Pre-assessments 5 Student individual needs and all key aspects of the curriculum requiring pre-assessment will be assessed. __ T __ A __ U 
  6 Assessments will yield sufficient and valid data on students’ cognitive and affective needs. __ T __ A __ U 
  7 Particular attention is paid to linguistic needs if LC students are part of the class population. __ T __ A __ U
Traditional & alternative assessments. 8 An effective (balanced and appropriate) set of assessments is planned for learning targets. __ T __ A __ U 
  9 Assessments needing modification for LC students are identified, whether there are LC students in this class or not. __ T __ A __ U
Opportunities for Student Self-Assessment and Decision-Making 10 Appropriate opportunities are provided to students for self-assessment and involvement in decision-making. __ T __ A __ U 
  11 Portfolios are used effectively. __ T __ A __ U
Grading system 12 Grading system is based on demonstration of learning. __ T __ A __ U  
  13 Weighting is appropriate to the assessment type. __ T __ A __ U 
  14 Record-keeping & feedback provisions for students & parents ensure accurate communication of progress. __ T __ A __ U 
  15 The system is consistent with district policy. __ T __ A __ U

Decision for Demonstration of Technology Proficiency on this Task (check one):

Element # Criterion for “target” rating Rating
Grading system 16 The record-keeping system uses spreadsheet or grading software effectively. __ T __ A __ U

Improvements Needed:

Comments:

Suggested Formats

Outcomes
Outcomes
Taxonomic Classification (e.g. Bloom)
Standards Linkages (LCS , etc)
Post-Assessment Methods
1.      
2.       

Pre-Assessments

Note: There must be entries for each row.
Type of Need
Assessment Strategy
Intended Use of Data for Planning
Cognitive    
Social, Emotional     
Cultural, Linguistic   

Grading

Note: Rows are samples, not requirements. Attach a page from your grade book.
Type of Assessment
Percent of Final Grade
Homework   
Quizzes   
Tests   
Unit exams   
Semester Final   
   

Task Description View Page
Course: CRIN 402: Evaluation Procedures
Task Name: 01C: Classroom Assessment System
Decision Level: Before Admission to Student Teaching
Department: Educational Measurement and Research
Degree: Bachelors
Program(s): Teachers for All Children (TAC)
Task Description: The candidate develops a classroom assessment system for the semester. The product includes lists of outcomes, pre-assessment activities, and traditional and alternative assessment strategies as well as a copy of the candidate’s assessment electronic recordkeeping system or grade book.
Diversity Infusion: Yes
Competency Type(s): Knowledge, Skills
Assessment
ACEI 4.0 Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
4.02 They understand the characteristics, uses, advantages, and limitations of different types of assessment appropriate for evaluating how K-6 students learn, what they know, and what they are able to do in each subject area.
4.03 Candidates recognize that many different assessment tools and strategies, accurately and systematically used, are necessary for monitoring and promoting learning for each student.
4.04 Elementary teacher candidates appropriately use a variety of formal and informal assessment techniques (e.g. observation, portfolios of elementary student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance their knowledge of individual students, evaluate students' progress and performances, modify teaching and learning strategies, and collaborate with specialists on accommodating the needs of students with exceptionalities.
4.05 Candidates use formative and summative assessments to determine student understanding of each subject area and take care to align assessments with instructional Practices.
4.07 They use technology to improve the efficiency and effectiveness of assessment processes and in management of instruction. Candidates also monitor their own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.
CF Themes
CF 1.0 The teacher and other school personnel create learning opportunities that encourage student’s development of critical thinking , problem solving, and performance skills and skillfully assesses these attributes.
CF 4.0 The teacher and other school personnel can foster learning in technology-rich environments that encourage learner participation in the worldwide web of information proliferation to nurture a global perspective and a sense of connectedness with the international community.
CEC Core 08.0 Assessment
08.07 Administer nonbiased formal and informal assessments. (skill)
08.09 Develop or modify individualized assessment strategies. (skill)
08.15 Create and maintain records. (skill)
CEC General 08.0 Assessment
08.06 Select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with disabilities.* (skill)
INTASC 08.0 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
08.01 The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.(Knowledge)
08.02 The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.(Knowledge)
08.06 The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students' progress and performances, and modify teaching and learning strategies.(Performances)
08.07 The teacher solicits and uses information about students' experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves.(Performances)
08.08 The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.(Performances)
08.11 The teacher maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.(Performances)
LCET
Component I.A. The teacher plans effectively for instruction.
Attribute I.A.5 State method(s) of evaluation to measure learner outcomes. The beginning teacher is able to 1) use a variety of assessment methods, including technology, that are appropriate for evaluating student achievement of instructional goals and objectives; 2) communicate assessment criteria and standards to students; 3) use information from assessments to identify students' strengths and gaps with respect to course objectives and the state curriculum objectives, and use this information to plan next steps in instruction for groups and individuals; 4) connect between the Louisiana statewide assessment program, the K-12 curriculum standards, and instruction; and 5) analyze data from local, state, and other assessments using common statistical measures.
Component III.D The teacher demonstrates ability to assess and facilitate student academic growth.
Attribute III.D.2 Uses appropriate and effective assessment techniques.

The beginning teacher will 1) use curriculum-embedded and standardized assessment to assess progress; 2) design assessments, where appropriate, that reflect real-world applications of knowledge and understanding; 3) promote students’ use of self-monitoring and self-assessment; and 4) use alternative instructional approaches and assessments to ensure that all students learn and succeed.

NAEYC 3.0 Candidates use multiple, systematic observations, documentation, and other responsible assessment strategies as an integral part of their Practices.
3.03 Assessment tools and approaches.
Technology
LCET I.A.4 The beginning teacher is able to integrate technology to promote learning and expand instructional options.
LCET I.A.5 The beginning teacher is able to 1) use a variety of assessment methods, including technology, that are appropriate for evaluating student achievement of instructional goals and objectives.
LCET III.A.5 The teacher integrates technology into instruction.

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Criteria for Standards(s)

Assessment
Demonstrated: Partially Demonstrated:
Using the approved rating scale for this task, the instructor determines that performance is at the target level on all criteria, or performance is acceptable on not more than 5 criteria. If any criteria are rated as unacceptable, this Proficiency is not demonstrated in this task. Using the approved rating scale for this task, the instructor determines that performance is at the target level on all criteria, or performance is acceptable on 6 or more criteria. If any criteria are rated as unacceptable, this Proficiency is not demonstrated in this task.  
    
Technology     
Demonstrated: Partially Demonstrated:
Using the approved rating scale for this task, the instructor determines that performance is at the target level on the criterion. Using the approved rating scale for this task, the instructor determines that performance is at the acceptable level on the criterion.

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