handbook for cooperating teachers - Wilmington University

CEC Standard EightAssessmentScore: ________3.4 The candidatedemonstratesknowledge of how touse the results ofassessment to reflect onand modify teachingCEC Standard EightAssessmentScore: ________how the pre-assessmentstrategy was chosen tocollect informationabout a student’s priorknowledge andprerequisite skills, (2)explain how theformative or summativeassessment strategy waschosen to measuremastery of the learningoutcome, and (3) reflecton a teacher’sprofessionalresponsibility to adoptan ethical practice forchoosing appropriateassessment strategies.The candidatedemonstrated anunsatisfactory level ofknowledge of how touse assessment resultsby providinginformation that had atleast four factual or datainaccuracies for all ofthe following threeelements: (1) explainwhole class outcome onspecific objectives,(describe strengths andneeds on eachobjective); (2) explainstudent outcome onspecific objectives,(describe strengths andneeds on eachhow the pre-assessmentstrategy was chosen tocollect informationabout a student’s priorknowledge andprerequisite skills, (2)explain how theformative or summativeassessment strategy waschosen to measuremastery of the learningoutcome, and (3) reflecton a teacher’sprofessionalresponsibility to adoptan ethical practice forchoosing appropriateassessment strategies.The candidatedemonstrated anemerging level ofknowledge of how touse assessment resultsby providinginformation that hasonly three factual ordata inaccuracies for allof the following threeelements: (1) explainwhole class outcome onspecific objectives,{describe strengths andneeds on eachobjective); (2) explainstudent outcome onspecific objectives,(describe strengths andneeds on eachstrategy was chosen tocollect informationabout a student’s priorknowledge andprerequisite skills, (2)explain how theformative or summativeassessment strategy waschosen to measuremastery of the learningoutcome, and (3) reflecton a teacher’sprofessionalresponsibility to adoptan ethical practice forchoosing appropriateassessment strategies.The candidatedemonstrated a basiclevel of knowledge ofhow to use assessmentresults by providinginformation that hadonly two factual or datainaccuracies for all ofthe following threeelements: (1) explainwhole class outcome onspecific objectives,(describe strengths andneeds on eachobjective); (2) explainstudent outcome onspecific objectives,(describe strengths andneeds on eachobjective); and (3)how the pre-assessmentstrategy was chosen tocollect informationabout a student’s priorknowledge andprerequisite skills, (2)explain how theformative or summativeassessment strategy waschosen to measuremastery of the learningoutcome, and (3) reflecton a teacher’sprofessionalresponsibility to adoptan ethical practice forchoosing appropriateassessment strategies.The candidatedemonstrated aproficient level ofknowledge of how touse assessment resultsby providinginformation and dataresults that had only onefactual or datainaccuracy for all of thefollowing threeelements: (1) explainwhole class outcome onspecific objectives,(describe strengths andneeds on eachobjective); (2) explainstudent outcome onspecific objectives,(describe strengths andcollect informationabout a student’s priorknowledge andprerequisite skills, (2)explain how theformative or summativeassessment strategy waschosen to measuremastery of the learningoutcome, and (3) reflecton a teacher’sprofessionalresponsibility to adoptan ethical practice forchoosing appropriateassessment strategies.The candidatedemonstrated adistinguished level ofknowledge of how touse assessment resultsby providing accurateinformation and dataresults for all of thefollowing threeelements: (1) explainthe overall whole classoutcome on specificobjectives, (describegroup strengths andneeds on each learningoutcome); (2) explainindividual/studentoutcome on specificobjectives, (describestudent strengths and100