Lewis-Clark State College
Education

Demonstrating Skills as an Educational Evaluator:

THE EDUCATIONAL EVALUATOR

The Principle: The successful teacher is one who continually and accurately assesses the achievement of students and the efficacy of the learning environment.

Key Attributes: The teacher understands and uses appropriate, formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. The teacher performs appropriate, comprehensive assessments of the processes of instructional design, facilitation, and evaluation. The teacher adjusts and refines instruction based upon informed analysis.

Indicators of Performance (Grouped by Attributes):

1. The teacher understands and uses appropriate, formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

    KNOWLEDGE:

  1. The teacher understands the characteristics, design, purposes, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.
  2. The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
  3. The teacher understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring.
  4. The teacher understands the purposes of formative and summative assessment and evaluation.
  5. The teacher realizes the need to use multiple strategies to assess individual student progress.
  6. The teacher understands the role of assessment in designing and modifying instruction.
  7. The teacher knows how to communicate assessment information and results to students, parents, colleagues, and others.
  8. The teacher knows how to apply technology to facilitate effective assessment and evaluation strategies.

    9. DISPOSITIONS:

  9. The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
  10. The teacher is disposed to use students' strengths as a basis for growth, and their errors as an opportunity for learning.
  11. The teacher is committed to using assessment strategies and communicating results to promote student growth rather than limit student learning opportunities.
  12. The teacher respects the ethical issues related to assessment (e.g., confidentiality, labeling, and use of assessment results).
  13. The teacher appreciates input from parents/guardians and others knowledgeable about the student.

    14. SKILLS:

  14. The teacher select, construct and uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students' progress and performances, and modify teaching and learning strategies.
  15. The teacher solicits and uses information about students' experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves.
  16. The teacher evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work.
  17. The teacher maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.
  18. The teacher assesses individual and group performance in order to design instruction that meets all students' needs.
  19. The teacher establishes student assessments that align with curriculum goals and objectives and adjusts instructional plans to improve student learning.
  20. The teacher uses multiple assessment strategies to determine students' entry skills and establish appropriate curriculum goals and objectives.
  21. The teacher appropriately uses assessment strategies to allow students to become aware of their strengths and needs and to encourage them to set personal goals for learning.
  22. The teacher applies technology to facilitate a variety of effective assessment and evaluation strategies.
  23. The teacher uses a variety of sources for evaluating teaching and learning outcomes (e.g., classroom observation, information from parents and students, and research).
  24. The teacher demonstrates ethical standards related to assessment (e.g., confidentiality, labeling, and use of assessment results).

2. The teacher performs appropriate, comprehensive assessments of the processes of instructional design, facilitation, and evaluation.

    SKILLS:

  1. The teacher uses a variety of strategies to assess the students' capabilities, curriculum goals, subject matter, and instructional strategies which will inform her/him about best choices for instruction in each learning situation. [ICTS 8.P.3]
  2. The teacher assesses individual and group performance in order to design instruction that meets learners' current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development. [INTASC 2.P.1]
  3. The teacher carefully evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs (e.g. developmental stages, prior knowledge, learning styles, and interests). [INTASC 4.P.1]
  4. The teacher monitors his or her own teaching strategies and behavior in relation to student success, adapting and modifying plans and instructional approaches accordingly. [ICTS 8.P.5]

3. The teacher adjusts and refines instruction based upon informed analysis.

    KNOWLEDGE:

  1. The teacher knows when and how to adjust plans based on student responses and other contingencies.

    2. SKILLS:

  2. The teacher monitors his or her own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.
  3. The teacher analyzes the classroom environment and makes decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work.
  4. The teacher responds to unanticipated sources of input, evaluates plans in relation to short- and long-range goals, and systematically adjusts plans to meet student needs and enhance learning.
  5. The teacher continually monitors and adjusts strategies in response to student feedback.

Links to each of the seven principles

Successful teachers consistently exhibit:

  

The principles of the professional standards:
 •  Appropriate conduct as a professional, arrow  •  Dedicated Professional
 •  Knowledge of foundations of the profession, arrow  •  Knowledgeable Professional
 •  Expertise in all subjects taught, arrow  •  Content Specialist
 •  Skills as an educational designer, arrow  •  Educational Designer
 •  Skills as an educational facilitator, arrow  •  Educational Facilitator
 •  Skills as an educational evaluator, and arrow  •  Educational Evaluator
 •  Capacity for reflective practice. arrow  •  Reflective Professional

The complete list of Professional Standards in HTML with Principles, Attributes and Performance Indicators

The complete list of Professional Standards in PDF with Principles, Attributes and Performance Indicators

On to the Themes of the LCSC Teacher Education programs.

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