CAESL TEACHER MODULES

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Modules
Foundations of Assessment
Designing Meaningful Assessment Tools
Analyzing, Evaluating, and Documenting Student Work
Standardized Testing

Overview		Instructional Components

ANALYZING, EVALUATING, AND DOCUMENTING STUDENT WORK


ESSENTIAL QUESTIONS FOR PRE-SERVICE TEACHERS
A: Why assess student learning?		B: How do teachers decide on what and how to assess student learning?

LEARNING GOALS FOR PRE-SERVICE TEACHERS (PRE-SERVICE TEACHERS WILL BE ABLE TO...)
1: Explain how current trends in assessment and accountability influence policy and practice in schools today 1(b): Justify a grading policy that responds to contemporary perspectives on grading and reporting student progress		2: Collect and use multiple sources of information to assess pupils’ learning 2(a): Evaluate the purposes of a variety of informal and formal; diagnostic; and formative and summative assessment tools that reveal specific aspects of student learning 2(e): Apply concepts of reliability, validity, practicality, and standardization (RSVP) to the design of classroom assessment tools and associated scoring procedures 2(g): Construct and provide a rationale for the use of assessment information to support fair, unbiased, and reliable grading		3: Establish and communicate learning goals for all pupils 3(c): Create evaluative criteria for assessments, based upon grade level subject matter content standards 3(e): Provide a rationale for the components that contribute to a student’s grade and their respective weighting 3(f): Communicate grading policies to students and parents		4: Use assessments to support, guide, and reflect on feedback related to student learning 4(a): Use a variety of informal and formal; diagnostic; and formative and summative assessments to provide students with meaningful feedback about their progress 4(b): Examine student work from a variety of informal and formal; diagnostic; and formative and summative assessments to pace instruction and plan specific next steps for instruction and/or re-teaching 4(c): Anticipate, check for, and address common student misconceptions and misunderstandings

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