Glossary of Terms for the Development of Renaissance Model Teacher Work Sample 
August 2001 Draft 
Term Definition
Aggregated Data Data that has been combined to show averages and other representations of groups or the class as a whole. 
Assessment A process of gathering evidence of student learning with respect to a learning standard, objective or target. 
Cognitive Complexities Degree and level of mental processes required, such as recall of facts vs. thinking and problem solving. 
Context Specific information about students' background, the school, community or the teaching/learning setting that should be taken into account in the design of an instructional unit. 
Cultural Background  The context of one's life experience as shaped by membership in groups based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation and geographic area or by the values of a local community.
Developmentally Appropriate Appropriate for the student's level of learning based on knowledge of his/her physical, social, emotional, intellectual development and/or prior level of achievement. 
Disaggregated Data Data that is broken down to show difference among groups such as male vs. female, minority vs. majority populations, socioeconomic status vs. ability groups or individual students. 
Ethnic Group Group with a common ethnic origin often used interchangeable with race but also may refer to group with a common ancestral origin, such as Italian, German, Japanese, Bosnian, Laotian, Hmong, etc.
Formative Assessment Assessment of student's learning at points along the instructional process used to guide future instruction and learning. 
Geographic Location Name of city, town or school community that could be identified on a map. 
Goal  A statement about long-term, more general achievements or outcomes that usually are not directly measurable. 
Indicators  Statements about observable behaviors or performances that provide evidence a standard is being met or not met.