. "Appendix B: Teaching Standards of the Interstate New Teacher Assessment." Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality. Washington, DC: The National Academies Press, 2001.
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Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality
Principle #8: The Teacher Understands and Uses Formal and Informal Assessment Strategies to Evaluate and Ensure the Continuous Intellectual, Social, and Physical Development of the Learner.
Knowledge The teacher understands the characteristics, 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.
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.
The teacher understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns.
Dispositions 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.
The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.
Performances The teacher appropriately 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.
The teacher solicits and uses information about students’ experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves.
The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.
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.
The teacher monitors his or her own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.
The teacher maintains useful records of student work and performance and