250:150 Classroom Assessment

Alignment with INTASC Professional Standards

Principle #1: CONTENT KNOWLEDGE--The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle #2: LEARNING AND DEVELOPMENT--The candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
  1. Understands the roles that assessment can play in supporting student learning
Principle #3: DIVERSE LEARNERS--The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

  1. Understands problems associated with assessment instruments and approaches which are not sensitive to individual differences, including developmental and cultural differences
  2. Knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English
  3. Makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs
  4. Identifies when and how to access appropriate services or resources to meet exceptional learning needs
Principle #4: INSTRUCTIONAL STRATEGIES--The candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Principle #5: CLASSROOM MANAGEMENT--The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  1. Understands the role grading can play in motivating student learning
Principle #6: COMMUNICATION--The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  1. Understands types of grading and reporting systems
  2. Understands the practices and purposes associated with several types of parent-teacher conferences
  3. Understands how cultural and gender differences can affect communication in the classroom
  4. Recognizes the importance of nonverbal as well as verbal communication
Principle #7: PLANNING INSTRUCTION--The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
  1. Understands the differences between cognitive, affective, and performance objectives
  2. Understands the idea of standards-based education, including standards, benchmarks, and instructional goals
  3. Understands the rationale and potential benefits of alignment
  4. Knows about different ways of stating objectives
  5. Writes instructional goals for a lesson plan using one or more method of stating objectives (e.g., cognitive, ABCD, etc.)
Principle #8: ASSESSMENT--The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
  1. Can distinguish between different types of selected response test items
  2. Can recognize principles of sound items construction for different types of items
  3. Understands the process and principles for assembling, administering, and evaluating items in a selected response test
  4. Understands that there is always error in measurement
  5. Understands the distinction between formative and summative evaluation
  6. Understands the distinction between norm- and criterion-referenced interpretation
  7. Understands definitions and distinctions between grade-equivalent, percentile, and raw scores
  8. Understands issues of reliability and validity related to interpretation of evidence collected through assessment instruments
  9. Understands principles of sound task construction as they relate to essay and performance assessments
  10. Understands checklists, rating scales, rubrics and how to use them in recording results of essay & performance assessments
  11. Understands major types of portfolios and their strengths and limitations
  12. Interprets standardized test results
  13. Selects, adapts, designs and/or evaluates selected response items or tests
  14. Selects, adapts, designs, and/or evaluates essay and performance tasks
  15. Selects, adapts, designs, and/or evaluates rubrics or other scoring approaches for essay and performance assessment
  16. Meaningfully analyzes, displays, and interprets simple data
Principle #9: REFLECTION AND PROFESSIONAL DEVELOPMENT--The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
  1. Reflects on and/or self-evaluates their professional work
Principle #10: SCHOOL-COMMUNITY RELATIONS--The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
  1. Understands ethical issues in assessment
  2. Communicates effectively with parents or other stakeholders about assessment results
  3. Sees the value in using data to improve school learning in a systemic way
Principle #11: USE OF TECHNOLOGY--The candidate integrates the computer and other high and low technology into classroom teaching activities, assessment and/or documentation.
  1. Is aware of the variety of assessment resources on the web, including standards, assessments, and background information