2014 2015 Compass Teacher Rubric

7/24/2019 2014 2015 Compass Teacher Rubric

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LOUISIANA TEACHERPerformance Evaluation Rubric

Reformatted for 2013-2014


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LOUISIANA DEPARTMENT OF EDUCATION 1201 North Third Street | Baton Rouge, LA 70802 | 877.453.2721 | www.louisianabelieves.comFramework for Teaching Proficiency Test Instrument. Copyright 2011 Outcomes Associates, Inc. All rights reserved 2

Complete Framework for Teaching Instrument

Domain I Planning and Preparation

1c: SettingInstructional

Outcomes

Teaching is a purposeful activity; even the most imaginative activities are directed towards certain desired learning.Therefore, establishing instructional outcomes entails identifying exactly what students will be expected to learn; the out-comes do not describe what students will do, but what they will learn. The instructional outcomes should reflect impor-tant learning and must lend themselves to various forms of assessment so that all students are able to demonstrate theirunderstanding of the content. Insofar as the outcomes determine the instructional activities, the resources used, theirsuitability for diverse learners, and the methods of assessment employed, they hold a central place in Domain 1.

Learning outcomes are of a number of different types: factual and procedural knowledge, conceptual understanding,thinking and reasoning skills, and collaborative and communication strategies. In addition, some learning outcomes referto dispositions; its important not only for students to learn to read, but educators also hope that they will like to read.In addition, experienced teachers are able to link their learning outcomes with others both within their discipline and inother disciplines.

The elements of component 1c are:

Value, sequence, and alignment: Students must be able to build their understanding of important ideas from concept to concept

Clarity: Outcomes must refer to what students will learn, not what they will do, and must permit viable methods of assessment

Balance: Outcomes should reflect different types of learning: such as knowledge, conceptual understanding, and thinking skills

Suitability for diverse students: Outcomes must be appropriate for all students in the class

Indicators include:

Outcomes of a challenging cognitive level

Statements of student learning, not student activity

Outcomes central to the discipline and related to those in other disciplines

Permit assessment of student attainment

Differentiated for students of varied ability


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Inefective Efective: Emerging Efective: Procient Highly Efective

1c: SettingInstructionalOutcomes

Outcomes represent lowexpectations for students andlack of rigor, nor do they allreflect important learning inthe discipline. Outcomes arestated as activities, ratherthan as student learning.Outcomes reflect only onetype of learning and only onediscipline or strand, and aresuitable for only some stu-dents.

Outcomes represent moder-ately high expectations andrigor. Some reflect importantlearning in the discipline, andconsist of a combination ofoutcomes and activities. Out-comes reflect several typesof learning, but teacher hasmade no attempt at coordi-nation or integration. Most ofthe outcomes are suitable formost of the students in theclass based on global assess-ments of student learning.

Most outcomes representrigorous and important learn-ing in the discipline. All theinstructional outcomes areclear, written in the form ofstudent learning, and sug-gest viable methods of as-sessment. Outcomes reflectseveral different types oflearning and opportunitiesfor coordination. Outcomestake into account the varyingneeds of groups of students.

All outcomes represent rigor-ous and important learningin the discipline. The out-comes are clear, written inthe form of student learning,and permit viable methodsof assessment. Outcomesreflect several different typesof learning and, where ap-propriate, represent oppor-tunities for both coordinationand integration. Outcomestake into account the varyingneeds of individual students.

Critical Attributes Outcomes lack rigor.

Outcomes do not representimportant learning in thediscipline.

Outcomes are not clear orare stated as activities.

Outcomes are not suitablefor many students in theclass.

Outcomes represent amixture of low expectationsand rigor.

Some outcomes reflectimportant learning in thediscipline.

Outcomes are suitable formost of the class.

Outcomes represent highexpectations and rigor.

Outcomes are related tobig ideas of the discipline.

Outcomes are written interms of what students willlearn rather than do.

Outcomes represent arange of outcomes: factual,conceptual understanding,reasoning, social, manage-ment, communication.

Outcomes are suitable togroups of students in theclass, differentiated wherenecessary.

In addition to the character-istics of proficient,

Teacher plans referencecurricular frameworks orblueprints to ensure accu-rate sequencing.

Teacher connects outcomesto previous and futurelearning

Outcomes are differentiat-ed to encourage individualstudents to take education-

al risks.


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Possible Examples A learning outcome fora fourth grade class is tomake a poster illustrating apoem.

All the outcomes for a ninthgrade history class are fac-tual knowledge.

The topic of the social stud-ies unit involves the con-cept of revolutions but theteacher only expects hisstudents to remember theimportant dates of battles.

Despite having a numberof ELL students in the class,

the outcomes state that allwriting must be grammati-cally correct.

Outcomes consist of under-standing the relationshipbetween addition and mul-tiplication and memorizingfacts.

The outcomes are writtenwith the needs of the mid-dle group in mind; howev-er, the advanced studentsare bored, and some lowerlevel students struggle.

One of the learning out-comes is for students toappreciate the aesthet-ics of 18th century Englishpoetry.

The outcomes for the his-tory unit include somefactual information, as wellas a comparison of theperspectives of differentgroups in the run-up to theRevolutionary War.

The teacher reviews theproject expectations andmodifies some goals to bein line with students IEPobjectives.

The teacher encourages hisstudents to set their owngoals; he provides thema taxonomy of challengeverbs to help them strivefor higher expectations.

Students will develop a con-cept map that links previouslearning goals to those theyare currently working on.

Some students identify ad-ditional learning


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Domain 2: The Classroom Environment

Component 2c: Managing Classroom Procedures

2c: Managingclassroom

procedures

A smoothly functioning classroom is a prerequisite to good instruction and high levels of student engagement. Teachersestablish and monitor routines and procedures for the smooth operation of the classroom and the efficient use of time.Hallmarks of a well-managed classroom are that instructional groups are used effectively, non-instructional tasks arecompleted efficiently, and transitions between activities and management of materials and supplies are skillfully done inorder to maintain momentum and maximize instructional time. The establishment of efficient routines, and teaching stu-dents to employ them, may be inferred from the sense that the class runs itself.

The elements of component 2c are:

Management of instructional groups: Teachers help students to develop the skills to work purposefully and cooperatively ingroups, with little supervision from the teacher

Management of transitions: Many lessons engage students in different types of activities large group, small group, inde-pendent work. Its important that little time is lost as students move from one activity to another; students know the drill

and execute it seamlessly

Management of materials and supplies: Experienced teachers have all necessary materials to hand, and have taught studentsto implement routines for distribution and collection of materials with a minimum of disruption to the flow of instruction

Performance of non-instructional duties: Overall, little instructional time is lost in activities such as taking attendance, re-cording the lunch count, or the return of permission slips for a class trip.

Indicators include:

Smooth functioning of all routines

Little or no loss of instructional time

Students playing an important role in carrying out the routines

Students know what to do, where to move


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2c: Managingclassroomprocedures

Much instructional time is lostdue to inefficient classroomroutines and procedures.There is little or no evidenceof the teacher managinginstructional groups, transi-tions, and/or the handling ofmaterials and supplies effec-tively. There is little evidencethat students know or followestablished routines.

Some instructional time is lostdue to only partially effec-tive classroom routines andprocedures. The teachersmanagement of instructionalgroups, transitions, and/or thehandling of materials and sup-plies is inconsistent, leadingto some disruption of learn-ing. With regular guidanceand prompting, students fol-low established routines.

There is little loss of instruc-tional time due to effec-tive classroom routines andprocedures. The teachersmanagement of instructionalgroups and/or the handlingof materials and suppliesare consistently successful.With minimal guidance andprompting, students followestablished classroom rou-tines.

Instructional time is maxi-mized due to efficient class-room routines and proce-dures. Students contribute tothe management of instruc-tional groups, transitions,and/or the handling of mate-rials and supplies. Routinesare well understood and maybe initiated by students.

Critical Attributes Students not working withthe teacher are disruptiveto the class.

There are no establishedprocedures for distributingand collecting materials.

Procedures for other activitiesare confused or chaotic.

Small groups are only par-tially engaged while notworking directly with theteacher.

Procedures for transitions,and distribution/collectionof materials, seem to havebeen established, but theiroperation is rough.

Classroom routines functionunevenly

The students are produc-tively engaged duringsmall group work.

Transitions between largeand small group activitiesare smooth.

Routines for distributionand collection of materialsand supplies work effi-ciently.

Classroom routines functionsmoothly.


Students take the initiative

with their classmates to en-sure that their time is usedproductively.

Students themselves ensurethat transitions and otherroutines are accomplishedsmoothly.

Students take initiative indistributing and collectingmaterials efficiently.


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Possible Examples When moving into smallgroups, students are con-fused as to where they aresupposed to go, whetherthey should take their

chairs, etc.

There are long lines formaterials and supplies ordistributing supplies istime-consuming.

Students bump into oneanother lining up or sharp-ening pencils.

Roll-taking consumes muchtime at the beginning of the

lesson and students are notworking on anything.

Most students ask what theyare to do or look around forclues from others.

Some students not work-ing with the teacher are notproductively engaged inlearning.

Transitions between largeand small group activitiesare rough but they are ac-complished.

Students are not sure whatto do when materials arebeing distributed or col-lected.

Students ask someclarifying questions aboutprocedures

The attendance or lunchcount consumes more timethan it would need if theprocedure were more rou-tinized.

Students get started on anactivity while the teachertakes attendance.

Students move smoothly

between large and smallgroup activities.

The teacher has an estab-lished timing device, suchas counting down, to signalstudents to return to theirdesks.

Teacher has an establishedattention signal, such asraising a hand, or dimmingthe lights.

One member of each smallgroup collects materials forthe table.

There is an establishedcolor-coded system indicat-ing where materials shouldbe stored.

In small group work, stu-dents have establishedroles, they listen to oneanother, summarize g dif-ferent views, etc.

Clean-up at the end of alesson is fast and efficient.

Students redirect class-mates in small groups notworking directly with theteacher to be more efficientin their work.

A student reminds class-mates of the roles thatthey are to play within thegroup.

A student redirects aclassmate to the table s/he should be at following atransition.

Students propose an im-proved attention signal.

Students independentlycheck themselves into classon the attendance board.


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Domain 3: Instruction

Component 3b: Using Questioning and Discussion Techniques

Questioning and discussion are the only instructional strategies specifically referred to in the framework for teaching; this reflects their central impor-tance to teachers practice. But in the framework, it is important that questioning and discussion are used as techniques to deepen student understand-ing, rather than serving as recitation, or a verbal quiz. Good teachers use divergent as well as convergent questions, framed in such a way that they

invite students to formulate hypotheses, make connections, or challenge previously held views. Students responses to questions are valued; effectiveteachers are especially adept at responding to and building on student responses and making use of their ideas. High quality questions encouragestudents to make connections among concepts or events previously believed to be unrelated, and arrive at new understandings of complex material.Effective teachers also pose questions for which they do not know the answers. Even when a question has a limited number of correct responses, thequestion, being non-formulaic, is likely to promote thinking by students. Class discussions are animated, engaging all students in important issues and inusing their own language to deepen and extend their understanding. They may be based around questions formulated by the students themselves.

Not all questions must be at a high cognitive level in order for a teachers performance to be rated at a high level; that is, when exploring atopic, a teacher might begin with a series of questions of low cognitive challenge to provide a review, or to ensure that everyone in the class ison board. Furthermore, if questions are at a high level, but only a few students participate in the discussion, the teachers performance on thecomponent cannot be judged to be at a high level. In addition, in lessons involving students in small-group work, the quality of the studentsquestions and discussion in their small groups may be considered as part of this component.

In order for students to formulate high-level questions, they must have learned how to do this. Therefore, high-level questions from students,either in the full class, or in small group discussions, provide evidence that these skills have been taught.

Elements of Component 3b are:

Quality of questions/prompts: Questions of high quality cause students to think and reflect, to deepen their understanding, and to test their ideasagainst those of their classmates. When teachers ask questions of high quality, they ask only a few of them, and they provide students with sufficient

time to think about their response, to reflect on the comments of their classmates, and to deepen their understanding. Occasionally, for the purposes

of review, teachers ask students a series of (usually low-level) questions in a type of verbal quiz. This may be helpful for the purpose of establishing the

facts of an historical event, for example, but they should not be confused with the use of questioning to deepen students understanding.

Discussion techniques: Effective teachers promote learning through discussion. Some teachers report that we discussed x when what theymean is that I said x. That is, some teachers confuse discussion with explanation of content; as important as that is, its not discussion. Rather, in

a true discussion, a teacher poses a question, and invites all students views to be heard, and enabling students to engage in discussion directly

with one another, not always mediated by the teacher.

Student participation: In some classes a few students tend to dominate the discussion, other students, recognizing this p attern, hold back theircontributions. Teacher uses a range of techniques to ensure that all students contribute to the discussion, and enlist the assistance of students to

ensure this outcome.

Indicators include:

Questions of high cognitive challenge, formulated by both students and teacher Questions with multiple correct answers, or multiple approaches even when there is a single correct response Effective use of student responses and ideas Discussion with the teacher stepping out of the central, mediating role High levels of student participation in discussion


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3b: Usingquestioning/prompts anddiscussion

Teachers questions are oflow cognitive challenge,single correct responses, andasked in rapid succession.Interaction between teacher

and students is predomi-nantly recitation style, withthe teacher mediating allquestions and answers. A fewstudents dominate the dis-cussion.

Teachers questions leadstudents through a singlepath of inquiry, with answersseemingly determined inadvance. Alternatively the

teacher attempts to framesome questions designed topromote student thinking andunderstanding, but only a fewstudents are involved.

Teacher attempts to engageall students in the discussionand to encourage them torespond to one another, withuneven results.

While the teacher may usesome low-level questions,he or she poses questionsto students designed topromote student thinking

and understanding. Teachercreates a genuine discussionamong students, providingadequate time for studentsto respond, and steppingaside when appropriate.Teacher successfully engagesmost students in the discus-sion, employing a range ofstrategies to ensure thatmost students are heard.

Teacher uses a variety or se-ries of questions or promptsto challenge students cog-nitively, advance high levelthinking and discourse, and

promote meta-cognition.Students formulate manyquestions, initiate topics andmake unsolicited contribu-tions. Students themselvesensure that all voices areheard in the discussion.

Critical Attributes Questions are rapid-fire, andconvergent, with a single cor-rect answer.

Questions do not invite stu-dent thinking.

All discussion is betweenteacher and students; stu-dents are not invited to speakdirectly to one another.

A few students dominate the

discussion.

Teacher frames some ques-tions designed to promotestudent thinking, but only afew students are involved.

The teacher invites stu-dents to respond directlyto one anothers ideas, butfew students respond.

Teacher calls on manystudents, but only a smallnumber actually partici-pate in the discussion.

Teacher uses open-endedquestions, inviting studentsto think and/or have mul-tiple possible answers.

The teacher makes effec-tive use of wait time.

The teacher builds on usesstudent responses to ques-tions effectively.

Discussions enable stu-

dents to talk to one another,without ongoing mediationby the teacher.

The teacher calls on moststudents, even those whodont initially volunteer.

Many students actively en-gage in the discussion.


Students initiate higher-orderquestions.

Students extend the discussion,enriching it.

Students invite commentsfrom their classmates duringa discussion


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Possible Examples All questions are of therecitation type, such asWhat is 3 x 4?

The teacher asks a ques-

tion for which the answeris on the board; studentsrespond by reading it.

The teacher only calls onstudents who have theirhands up.

Many questions are of therecitation type, such asHow many members of the

House of Representatives

are there? The teacher asks: Who has

an idea about this? but thesame three students offercomments.

The teacher asks: Michael,can you comment on Marysidea? but Michael doesnot respond, or makes acomment directly to theteacher.

The teacher asks: Whatmight have happened if thecolonists had not prevailedin the American war forindependence?

The teacher uses plural theform in asking questions,such as: What are somethings you think might con-tribute to?

The teacher asks: Michael,can you comment on Marysidea? and Michael re-sponds directly to Mary.

The teacher asks a question

and asks every student towrite a brief response, thenshare with a partner beforeinviting a few to offer theirideas to the entire class.

A student asks How manyways are there to get thisanswer?

A student says to a class-

mate: I dont think I agreewith you on this, because.

A student asks of other stu-dents: Does anyone haveanother idea as to how wemight figure this out?

A student asks What if?


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Component 3c: Engaging Students in Learning

Student engagement in learning is the centerpiece of the framework for teaching; all other components contribute to it. When students are engagedin learning, they are not merely busy, nor are they only on task. Rather, they are intellectually active in learning important and challenging con-tent. The critical distinction between a classroom in which students are compliant and busy, and one in which they are engaged, is that in the latterstudents are developing their understanding through what they do. That is, they are engaged in discussion, debate, answering what if? questions,discovering patterns, and the like. They may be selecting their work from a range of (teacher arranged) choices, and making important contributions

to the intellectual life of the class. Such activities dont typically consume an entire lesson, but they are essential components of engagement.

A lesson in which students are engaged usually has a discernible structure: a beginning, a middle, and an end, with scaffolding provided by the teacheror by the activities themselves. Student tasks are organized to provide cognitive challenge, and then students are encouraged to reflect on what theyhave done and what they have learned. That is, there is closure to the lesson, in which students derive the important learning from their own actions. Acritical question for an observer in determining the degree of student engagement is What are the students being asked to do? If the answer to thatquestion is that they are filling in blanks on a worksheet, or performing a rote procedure, they are unlikely to be cognitively engaged.

In observing a lesson, it is essential not only to watch the teacher, but also to pay close attention to the students and what they are doing. The bestevidence for student engagement is what students are saying and doing as a consequence of what the teacher does, or has done, or has planned.

Elements of Component 3c are:

Activities and assignments: The activities and assignments are the centerpiece of student engagement, since they determine what it is that

students are asked to do. Activities and assignments that promote learning are aligned with the goals of the lesson, and require student thinkingthat emphasizes depth over breadth, and that may allow students to exercise some choice.

Grouping of students: How students are grouped for instruction is one of the many decisions teachers make every day. There are many options;students of similar background and skill may be clustered together, or the more advanced students may be spread around into the different

groups. Alternatively, a teacher might permit students to select their own groups, or they could be formed randomly.

Instructional materials and resources: The instructional materials a teacher selects to use in the classroom can have an enormous impact on stu-dents experience. While some teachers are obliged to use a school or districts officially sanctioned materials, many teacher use these selective-

ly or supplement them with others of their choosing that are better suited to engaging students in deep learning, for example, the use of primary

source materials in social studies.

Structure and pacing: No one, whether adults or students, likes to be either bored or rushed in completing a task. Keeping things moving, within

a well-defined structure, is one of the marks of an experienced teacher. And since much of student learning results from their reflection on whatthey have done, a well-designed lesson includes time for reflection and closure.

Indicators include:

Activities aligned with the goals of the lesson

Student enthusiasm, interest, thinking, problem-solving, etc

Learning tasks that require high-level student thinking and are aligned with lesson objectives

Students highly motivated to work on al l tasks and are persistent even when the tasks are challenging

Students actively working, rather than watching while their teacher works.

Suitable pacing of the lesson: neither dragging nor rushed, with time for closure and student reflection


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3c: Engagingstudents inlearning

The learning tasks and ac-tivities, materials, resources,instructional groups andtechnology are poorly alignedwith the instructional out-

comes, or require only roteresponses. The pace of thelesson is too slow or rushed.Few students are intellectu-ally engaged or interested.

The learning tasks orprompts are partially alignedwith the instructional out-comes but require onlyminimal thinking by students,

allowing most students to bepassive or merely compliant.The pacing of the lesson maynot provide students the timeneeded to be intellectuallyengaged.

The learning tasks and ac-tivities are aligned with theinstructional outcomes and aredesigned to challenge studentthinking, resulting in active

intellectual engagement bymost students with importantand challenging content, andwith teacher scaffolding tosupport that engagement.The pacing of the lesson isappropriate, providing moststudents the time needed tobe intellectually engaged.

Virtually all students areintellectually engaged inchallenging content, throughwelldesigned learning tasks,and suitable scaffolding by

the teacher, and fully alignedwith the instructional out-comes. In addition, there isevidence of some student ini-tiation of inquiry, and studentcontributions to the explora-tion of important content. Thepacing of the lesson providesstudents the time needed tointellectually engage withand reflect upon their learn-

ing, and to consolidate theirunderstanding. Students mayhave some choice in how theycomplete tasks and may serveas resources for one another.


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Critical Attributes Few students are intellectu-ally engaged in the lesson.

Learning tasks require onlyrecall or have a single correct

response or method. The materials used ask stu-

dents only to perform rotetasks.

Only one type of instructionalgroup is used (whole group,small groups) when varietywould better serve the instruc-tional purpose.

Instructional materials usedare unsuitable to the lesson

and/or the students.

The lesson drags, or is rushed.

Some students are intel-lectually engaged in thelesson.

Learning tasks are a mix

of those requiring thinkingand recall.

Student engagement withthe content is largely pas-sive, learning primarilyfacts or procedures.

Students have no choice inhow they complete tasks.

The teacher uses differentinstructional groupings;these are partially success-

ful in achieving the lessonobjectives.

The materials and resourc-es are partially aligned tothe lesson objectives, onlysome of them demandingstudent thinking.

The pacing of the lesson isuneven; suitable in parts,but rushed or dragging inothers.

Most students are intel-lectually engaged in thelesson.

Learning tasks have mul-

tiple correct responses orapproaches and/or demandhigher order thinking.

Students have some choicein how they completelearning tasks.

There is a mix of differenttypes of groupings, suitableto the lesson objectives.

Materials and resourcessupport the learning goals

and require intellectual en-gagement, as appropriate.

The pacing of the lessonprovides students the timeneeded to be intellectuallyengaged.


Virtually all students arehighly engaged in the lesson.

Students take initiative tomodify a learning task tomake it more meaningful orrelevant to their needs.

Students suggest modifica-tions to the grouping pat-terns used.

Students have extensivechoice in how they completetasks.

Students suggest modifi-cations or additions to thematerials being used.

Students have an opportuni-ty for reflection and closureon the lesson to consolidatetheir understanding.


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Possible Examples Students are able to fill outthe lesson worksheet with-out understanding what itsasking them to do.

The lesson drags, or feelsrushed.

Students complete busywork activities.

Students are asked to fill ina worksheet, following anestablished procedure.

There is a recognizable

beginning, middle, and endto the lesson.

Parts of the lesson have asuitable pace; other partsdrag or feel rushed.

Students are asked to for-mulate a hypothesi saboutwhat might happen if theAmerican voting systemallowed for the direct elec-

tion of presidents.

Students are given a task todo independently, then todiscuss with a table group,followed by a report-outfrom each table.

There is a clear beginning,middle, and end to the lesson.

The lesson is neither rushednor drags.

Students are asked to writean essay in the style ofHemingway.

A student asks whether

they might remain in theirsmall groups to completeanother section of theactivity, rather than workindependently.

Students identify or createtheir own learning materi-als.

Students summarize theirlearning from the lesson.


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Component 3d: Using Assessment in Instruction

Assessment of student learning plays an important role in instruction; no longer does it signal the end of instruction; it is now recognized to bean integral part of instruction. hile assessment of learning has always been and will continue to be an important aspect of teaching (its impor-tant for teachers to know whether students have learned what they intend) assessment for learning has increasingly come to play an impor-tant role in classroom practice. And in order to assess student learning for the purposes of instruction, teachers must have their finger on thepulse of a lesson, monitoring student understanding and, where appropriate, offering feedback to students.

Of course, a teachers actions in monitoring student learning, while it may superficially look the same as monitoring student behavior, has afundamentally different purpose. When a teacher is monitoring behavior, he/she is alert to students who may be passing notes, or botheringtheir neighbors; when teachers monitor student learning, they look carefully at what students are writing, or listen carefully to the questionsstudents ask, in order to gauge whether they require additional activity or explanation in order to grasp the content. In each case, the teachermay be circulating in the room, but his/her purpose in doing do is quite different in the two situations.

Similarly, on the surface, questions asked of students for the purpose of monitoring learning, are fundamentally different from those used tobuild understanding; in the former, teachers are alert to students revealed misconceptions, whereas in the latter the questions are designedto explore relationships, or deepen understanding. Indeed, for the purpose of monitoring, many teachers create questions specifically to elicitthe extent of student understanding, and use techniques (such as exit tickets) to ascertain the degree of understanding of every student in theclass. Indeed, encouraging students (and actually teaching them the necessary skills) of monitoring their own learning against clear standardsis demonstrated by teachers at high levels of performance. In this component.

But as important as monitoring of student learning and providing feedback to students are, however, they are greatly strengthened by ateachers skill in making mid-course corrections when needed, seizing on a teachable moment.

Elements of Component 3d are:

Assessment Criteria: It is essential that students know the criteria for assessment. At i ts highest level, students themselves have had a hand inarticulating the criteria for, for example, a clear oral presentation.

Monitoring of student learning: A teachers skill in eliciting evidence of student understanding is one of the true marks of expertise. This is nota hit-or-miss effort, but is planned carefully in advance. But even after carefully planning, monitoring of student learning must be woven seam-

lessl y into the lesson, using a variety of techniques.

Feedback to students: Feedback on learning is an essential element of a rich instructional environment; without it, students are constantlyguessing as to how they are doing, and how their work can be improved. Valuable feedback must be timel y, constructive, and substantive, and

provide students the guidance they need to improve their performance. Student self-assessment and monitoring of progress: The culmination of student assumption of responsibility for their learning is when they

monitor their own learning, and take appropriate action. Of course, they can only do this if the cri teria for learning are clear and if they have

been taught the skills of checking their work against clear criteria.

Indicators include:

Teacher paying close attention to evidence of student understanding

Teacher posing specifically-created questions to elicit evidence of student understanding

Teacher circulating to monitor student learning and to offer feedback

Students assessing their own work against established criteria

Teacher adjusting instruction in response to evidence of student understanding (or lack of it)


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3d: UsingAssessment inInstruction

There is little or no assess-ment or monitoring of studentlearning; feedback is absent,or of poor quality. Studentsdo not appear to be aware of

the assessment criteria anddo not engage in self-assess-ment.

Assessment is used sporadi-cally to support instruction,through some monitoringof progress of learning byteacher and/or students.

Feedback to students is gen-eral, and students appear tobe only partially aware of theassessment criteria used toevaluate their work but fewassess their own work. Ques-tions/prompts/ assessmentsare rarely used to diagnoseevidence of learning.

Assessment is regularly usedduring instruction, throughmonitoring of progress oflearning by teacher and/orstudents, resulting in accurate,

specific feedback that advanc-es learning. Students appearto be aware of the assessmentcriteria; some of them engagein selfassessment. Questions/prompts/ assessments areused to diagnose evidence oflearning.

Assessment is fully integratedinto instruction, throughextensive use of formativeassessment. Students ap-pear to be aware of, and there

is some evidence that theyhave contributed to, the as-sessment criteria. Studentsself-assess and monitor theirprogress. A variety of feed-back, from both the teacherand peers, is accurate, spe-cific, and advances learning.Questions/prompts/assess-ments are used regularly todiagnose evidence of learning

by individual students.


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Critical Attributes The teacher gives no indica-tion of what high quality worklooks like.

The teacher makes no effort

to determine whether stu-dents understand the lesson.

Feedback is only global.

The teacher does not ask stu-dents to evaluate their own orclassmates work.

There is little evidence thatthe students understandhow their work will beevaluated.

Teacher monitors under-standing through a singlemethod, or without elicitingevidence of understandingfrom all students.

Teacher requests global in-dications of student under-standing.

Feedback to students isnot uniformly specific, notoriented towards future

improvement of work. The teacher makes only

minor attempts to engagestudents in self- or peer-assessment.

The teachers attempts toadjust the lesson are par-tially successful.

Students indicate thatthey clearly understandthe characteristics of highquality work.

The teacher elicits evidenceof student understandingduring the lesson Studentsare invited to assess theirown work and make im-provements.

Feedback includes specificand timely guidance for atleast groups of students.

The teacher attempts toengage students in self- or

peer-assessment. When necessary, the

teacher makes adjustmentsto the lesson to enhanceunderstanding by groups ofstudents.


There is evidence that stu-dents have helped establish

the evaluation criteria. Teacher monitoring of

student understanding issophisticated and continu-ous: the teacher is constant-ly taking the pulse of theclass.

Teacher makes frequentuse of strategies to elicitinformation about individualstudent understanding.

Feedback to students isspecific and timely, and isprovided from many sources,including other students.

Students monitor their ownunderstanding, either ontheir own initiative or asa result of tasks set by theteacher.

The teachers adjustments tothe lesson are designed to

assist individual students.


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Possible Examples A student asks: How is thisassignment going to begraded?

A student asks Does thisquiz count towards mygrade?

The teacher forges aheadwith a presentation withoutchecking for understanding.

The teacher says: goodjob, everyone.

Teacher asks: Does anyonehave a question?

When a student completesa problem on the board,the teacher corrects thestudents work without ex-plaining why.

The teacher, after receiv-ing a correct response fromone student, continues,without ascertaining wheth-er all students understandthe concept.

The teacher circulates dur-ing small group or indepen-dent work, offering sugges-tions to groups of students.

The teacher uses a specifi-cally formulated questionto elicit evidence of studentunderstanding.

The teacher asks studentsto look over their papers tocorrect their errors.

The teacher reminds stu-dents of the characteris-tics of high-quality work(the assessment criteria),suggesting that the stu-

dents themselves helpeddevelop them.

While students are work-ing, the teacher circulatesproviding substantive feed-back to individual students.

The teacher uses popsiclesticks or exit tickets to elicitevidence of individual stu-dent understanding.

Students offer feedback totheir classmates on their work.

Students evaluate a pieceof their writing against thewriting rubric and conferwith the teacher about howit could be improved.

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2014 2015 Compass Teacher Rubric

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