EDC 452 Informal/Formal Assessment of Student Learning ACEI 4.0 RIPTS 9 Assessment

Criteria/Levels Candidates know, understand, and use formal and informal assessment strategies

Candidates demonstrate their knowledge of and ability to use assessment strategies to promote continuous intellectual, social, emotional, and

Standards

USA- ACEI Association for Childhood Education International (2007) Level: Standards for ACEI/NCATE Approval Standards Type: Elementary Education Standard:

4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. Unacceptable Acceptable Target N/A Score/Level administer both formal integrate assessment and integrate assessment and and informal instruction as integral parts of instruction as integral parts of assessments, which designing and aligning designing and aligning may or may not be instruction and learning goals instruction and learning goals aligned to instruction and learning goals administer assessments (i.e., administer assessments (i.e., formal and informal) to inform formal and informal) to inform and to make decisions about and to make decisions about objectives, materials, and the objectives and materials effectiveness of teaching strategies use assessment data for planning and evaluating teaching strategies draw conclusions about adapt assessment strategies adapt assessment strategies to student development to accommodate accommodate and promote the through assessment developmental needs of developmental needs of data students students consult with others (i.e.,

consult with others (i.e.,

physical development of each student ACEI 1.0 RIPTS 3 Development

Criteria/Levels Candidates use knowledge and understanding to construct learning opportunities that support individual students’ development and acquisition of knowledge

specialists) to gather information to identify and address the development students

specialists) to gather and use assessment information to identify, address, and promote the development of students

Standards

USA- ACEI Association for Childhood Education International (2007) Level: Standards for ACEI/NCATE Approval Standards Type: Elementary Education Standard:

1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Unacceptable Acceptable Target N/A Score/Level does not demonstrate in demonstrates in their demonstrates in their practice their practice a belief practice that all children can that all children can learn that all children can learn learn. draws on developmental draws on developmental knowledge to plan curriculum does not demonstrate knowledge to plan curriculum that is achievable, meaningful, an ability to plan that is achievable, challenging, and motivating for curriculum that is meaningful, and motivating children at various achievable but also for children at various developmental levels challenging for children developmental levels. at various assesses student development developmental levels. considers and and learning and use the results accommodates the to design and implement does not respond developmental instruction that meets individual positively to diversity. characteristics of children student needs and interests and and young adolescents in reflects diversity of students does not recognize and curriculum planning,

respond to students whose development is atypical.

instruction, and assessment of student learning. considers diversity an asset and respond positively to it. seeks advice from specialists (e.g., special educators, counselors, art teachers, etc.) to confirm when an individual student’s development is atypical

ACEI 3.1 RIPTS 1, 2, 3, 4, 10, 11 Integrating and Applying Knowledge for Instruction

Criteria/Levels Candidates plan instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community

recognizes when an individual student’s development differs from typical developmental patterns and collaborates with specialists to plan, implement, and assess appropriate learning experiences that address individual needs.

Standards

USA- ACEI Association for Childhood Education International (2007) Level: Standards for ACEI/NCATE Approval Standards Type: Elementary Education Standard:

3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community; Unacceptable Acceptable Target N/A Score/Level demonstrates a limited integrates knowledge of integrates and applies awareness of learning learning theory, K-6 subject knowledge of students, theory, K-6 subject matter content, curriculum knowledge of learning theory, Kmatter content, development, and knowledge 6 subject matter content, and curriculum development, of students to plan instruction curriculum developments and student development identifies possible uses of plan to use a variety of technology for instruction instructional approaches, uses a limited range of including the effective use of instructional approaches plans for active involvement technology.

so that students are engaged in learning the subject matter content. plans instructional strategies that are based upon effective teaching strategies, such as activating prior knowledge, and encouraging exploration and problem solving ACEI 3.2 RIPTS 4 Adaptation to Diverse Learners

Criteria/Levels Candidates create instructional opportunities that are adapted to diverse students

collaborates with specialists to promote learning in subject matter content develops instructional plans that center on effective teaching strategies, including problem finding, critical thinking, and self-directed learning that builds on skills previously acquired

Standards

USA- ACEI Association for Childhood Education International (2007) Level: Standards for ACEI/NCATE Approval Standards Type: Elementary Education Standard:

3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students; Unacceptable Acceptable Target N/A Score/Level unable to successfully design instruction plan instruction tasks and design instruction appropriate for K-6 students’ activities appropriate to the appropriate for K-6 levels of development, needs of students who are students’ levels of learning styles, and needs culturally diverse or have development, learning exceptional needs. styles, and needs use teaching approaches apply their knowledge of the approaches to teaching sensitive to children’s needs richness of contributions from are not sensitive to diverse cultures to the content children’s needs studied in the elementary classroom Candidates utilize

resources of other specialists and families ACEI 5.1 RIPTS 10 Professional growth, reflection and evaluation

Criteria/Levels Candidates reflect on and modify their practice in light of research on teaching, professional ethics, and resources available for professional learning

Standards

USA- ACEI Association for Childhood Education International (2007) Level: Standards for ACEI/NCATE Approval Standards Type: Elementary Education Standard:

5.1 Professional growth, reflection and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families, and other professionals in the learning community and actively seek out opportunities to grow professionally. Unacceptable Acceptable Target N/A Score/Level have not mastered the use a variety of selfreflect on their practice and ability of reflecting on assessment and problemconsult with other professionals their practice in light of solving strategies for to grow professionally research on teaching reflecting on their practice, its and resources available influences on K-6 students’ seek out new sources of current for professional learning growth and learning, and the research on teaching and complex interactions resources of professional between them learning to continually update the level of their professional know and use major areas of practice research on teaching and resources available for professional learning