Developing Assessment Capable Learners Practice Profile Essential Function Exemplary Implementation Proficient to Proficient (Skill is emerging, but not yet to proficiency. Coaching is recommended.) Far from Proficient (Follow-up professional development and coaching are critical.) 1 Educators teach students to determine, “Where am I Going?” When teaching students to develop learning 5/5 criteria occur: Educator: writes daily targets using language, using “I can ,” or “I know ” statements creates daily opportunities for students to use or interact with learning targets develops rubric or scoring guide for appropriate assignments and provides multiple opportunities for students to use/interact with the rubric/scoring guide during the learning analyzes sample work with the students using strong and weak examples and asking students to justify their analyses (an on-going task throughout learning to clarify misconceptions) asks students to set daily goals in relation to the learning targets When teaching students to determine learning goals, 4/5 criteria occur and must include: Educator: writes targets using student-friendly language, using “I can ,” or “I know ” statements creates daily opportunities for students to use or interact with learning targets asks students to set daily goals in relation to the learning targets When teaching students to determine learning 3/5 criteria occur and must include: Educator: writes daily targets using student-friendly language, using “I can ,” or “I know ” statements creates daily opportunities for students to use or interact with learning targets When teaching students to determine learning goals, fewer than 3/5 criteria occur.
2 Educators teach students to determine, “Where am I Now?” When teaching students to learning progress, 5/5 criteria occur: Educator: provides descriptive task feedback to all students throughout their learning that clearly links to learning goal and success criteria provides feedback about strengths and offers information to guide actionable improvement to all students multiple times throughout the learning process paces instruction to allow for frequent, descriptive feedback to all students and allows time for students to act on the feedback received asks students to self-regulate by assessing their own progress and justifying their assessments multiple times throughout the learning process instructs students to set personal based on feedback and When teaching students to self- evaluate learning progress, 4/5 criteria occur. When teaching students to self-evaluate learning progress, 3/5 criteria occur. When teaching students to learning progress, fewer than 3/5 criteria occur. 3 Educators teach students to determine, “How do I Close the Gap?” When teaching students to identify next steps in learning, 4/4 criteria occur: Educator assists each student in determining what might be some of the next instructional steps for the individual. paces instruction to allow for the feedback loop and focused student revision. provides opportunities for students to self- reflect and document learning. provides opportunities for students to share their learning. When teaching students to identify next steps in learning, 3/4 criteria occur. When teaching students to identify next steps in learning, 2/4 criteria occur. When teaching students to identify next steps in learning, fewer than 2 criteria occur.