#
|
Component
|
Theme
|
Meta-theme
|
Literature Review
|
8
|
Teacher ensures that curricula focus on conceptual development, problem-solving and sense-making not simply procedural knowledge.
|
Content
|
FA Tools
|
Click
|
2
|
Teacher gathers & analyzes student work (e.g., written assignments)
|
Formal evidence
|
FA Tools
|
Click
|
7
|
Teacher ensures that classroom assessments (tests, quizzes, etc.) are linked to instructional goals.
|
Formal evidence
|
FA Tools
|
Click
|
17
|
Teacher utilizes assessments so that information elicited can inform future activities in addition to current student understanding.
|
Formal evidence
|
FA Tools
|
Click
|
49
|
Teacher gathers information about student understanding by asking questions
|
Formal evidence
|
FA Tools
|
Click
|
50
|
Teacher asks students to present multiple solutions, explain, and justify their solutions
|
Formal evidence
|
FA Tools
|
Click
|
61
|
Teacher provides frequent monitoring of student work
|
Formal evidence
|
FA Tools
|
Click
|
81
|
Teacher assesses student understanding by conducting analysis across assessments
|
Formal evidence
|
FA Tools
|
Click
|
92
|
Teacher balances formative and summative assessment demands (ds)
|
Formal evidence
|
FA Tools
|
Click
|
94
|
Teacher checks on student understanding (ds)
|
Formal evidence
|
FA Tools
|
Click
|
107
|
Teacher embeds assessments within curriculum: assessments are closely linked to content and timed so that information can be used to improve learning (S, 2005)
|
Formal evidence
|
FA Tools
|
Click
|
136
|
Teacher knows measurement principles, particularly those surrounding statistical uncertainty, and how principles apply to formative assessment (ds)
|
Formal evidence
|
FA Tools
|
Click
|
139
|
Teacher maintains formative assessment records (longitudinal maps) of students' understanding (measured progress)
|
Formal evidence
|
FA Tools
|
Click
|
152
|
Teacher models and provides students the opportunity to defend their answers with evidence (ds)
|
Formal evidence
|
FA Tools
|
Click
|
203
|
Teacher quantitatively analyzes test results (ds) and shares results with colleagues at the same grade/subject
|
Formal evidence
|
FA Tools
|
Click
|
227
|
Teacher uses professionally designed standardized tests (ds) to advance student learning and improve teaching
|
Formal evidence
|
FA Tools
|
Click
|
239
|
Teacher asks students to present multiple solutions, explain, justify their solutions, and reflect on their thinking both formally (on tests) and informally
|
Formal evidence
|
FA Tools
|
Click
|
241
|
Teacher administers tests that typically require more than procedural knowledge
|
Formal evidence
|
FA Tools
|
Click
|
242
|
Teacher frequently uses tests/quizzes to monitor learning/diagnose specific weaknesses
|
Formal evidence
|
FA Tools
|
Click
|