TPE 2 Monitoring Student Learning During Instruction
- Use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the state-adopted academic content standards for students.
- Pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products.
- Anticipate, check for, and address common student misconceptions and misunderstandings.
TPE 3 Interpreting and Use of Assessments
- Establish and communicate learning goals for all students.
- Collect and use multiple sources of information to assess students in assessing their own learning.
- Involve and guide all students in assessing their own learning.
- Use the results of assessments to guide instruction.
- Communicate with students, families, and other audiences about student progress.
- Evidence of student achievement toward meeting grade level/content standards.
Artifact #1: Student Weekly Report Card
- Students are given an individual report card every Friday. This helps students to monitor their progress, make up for missed assignments/quizzes, and communicate with parents.
Artifact #2: Literature Review
Author: Fred Jones
Title: Tools for Teaching
Year: 2007
Main
idea(s)
|
Supporting
Evidence
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TPE 2:
Progress monitoring
TPE 2:
Progress monitoring
TPE 2:
Progress monitoring
TPE 3:
Multiple sources of assessment
TPE 3:
Use results to guide instruction
TPE 3:
Communicate learning goals
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“Since
work can now be checked as it is being done, we can employ a criterion of
mastery to give students access to preferred activities without creating a
speed incentive” (Jones, 2007, pg. 123).
“Many
teachers, in an attempt to keep last night’s paper-grading from going to
waste, go over the assignment again in class the following day item by item.
This is both very boring and very inefficient—a process guaranteed to render
most of the class comatose” (Jones, 2007, pg. 124).
“If you
want to make accountability affordable, do it in class while the work is
being done” (Jones, 2007, pg. 125).
“Whenever
school work is presented in the form of team competition, students think it
is a game rather than an assignment. Everybody wins. The students have fun,
and you have no papers to take home” (Jones, 2007, pg. 127).
“Much of
your editor-in-chief work can be done in-production as you ‘cruise and check’
during Guided Practice. This helps you shape the final product as it is being
written” (Jones, 2007, pg. 129).
“In
contrast, the more the teacher monopolizes the learning process, the more
work check and corrective feedback are separated from learning to be done by
the teacher as a separate job” (Jones, 2007, pg. 129).
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Artifact #3: Observation by Principal
"Ms. Baker holds students accountable for submitting quality work. She maintains high standards and requires them to 'redo or fix up their work' if it is not done well. This was evident in her conversation with one particular student when he attempted to submit incomplete work. She read the work and handed the work back to him stating 'I know you are capable of doing it well. Do it right and then turn it in.' She said this with a smile on her face. The student laughed and responded that he knew he needed to fix his work. This interchange is an example of the pleasant feeling tone she has established in her class as well as the affable rapport she has developed with her students."
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