Appendix H

Student Teacher Assessment

Learner Development and Learning Differences
Formative Assessment Checklist
Please assess the teaching candidate on the following criteria,
based on notes from your weekly observation log.

Learner Development and Learning Differences
(Standards 1 and 2)

Yes

Modifies Instruction
Regularly assesses individual and group performance in order to design and modify instruction to meet learners’ diverse needs in each area of development (cognitive, linguistic, social, emotional, and physical)

Strengths and Challenges
Uses learners’ strengths as a basis for growth and their misconceptions as opportunities for learning

Language Development
Incorporates tools of language development into planning and instruction for all students, including strategies for making content accessible to English Language Learners and for evaluating and supporting their development of English proficiency

Central Concepts
Effectively uses the central concepts and elements and principles of design of visual art

Student Interactions
Allows opportunities for student interaction during lectures and demos

Learner Development and Learning Differences
Summative Assessment Scoring Rubric
Please assess the teaching candidate on the following criteria,
based on notes from your weekly observation log.

Learner Development and Learning Differences
(Standards 1 and 2)

Met with Distinction:
Teacher candidate designs and modifies instruction, incorporating the strengths and challenges of learners, using language that is accessible and supports further development of art vocabulary, incorporating central concepts of visual art and other content areas where applicable. Allows for student interactions during lectures and demonstrations.

Met:
Teacher candidate designs and modifies instruction, incorporating the strengths and challenges of learners, using language that is accessible and supports further development of art vocabulary, incorporating central concepts of visual art and other content areas where applicable.

Not Met:
Teacher candidate has not integrated the basic components of learner development and learning differences including modifies instruction, strengths and challenges, language development, central concepts, and student interactions.

Score

_______ Met with Distinction

_______ Met

_______ Not Met

Learning Environment
Formative Assessment Checklist
Please assess the teaching candidate on the following criteria, based on notes from your weekly observation log.

Learning Environment (Standards 3, 4, 5, 7, 8)

Yes

Safe and Respectful
Manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention

Positive Interactions
Encourages positive social interaction, active engagement in learning, and self-motivation through individual and collaborative learning

Dynamic Learning
Creates dynamic learning experiences that make the discipline of art accessible and meaningful

Questioning
Engages learners in questioning and challenging assumptions for the purpose of creative problem solving

Flexibility
Shows flexibility by adjusting and revising plans based on learner needs and changing circumstances

Multiple Models
Provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances

Learning Environment
Summative Assessment Scoring Rubric
Please assess the teaching candidate on the following criteria, based on notes from your weekly observation log.

Learning Environment
(Standards 3, 4, 5, 7, 8)

Met with Distinction:
Teacher candidate fosters a safe and respectful learning environment, encouraging positive interactions, providing multiple models of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances. The candidate shows flexibility by adjusting to learner needs and engages them in questioning and challenging assumptions within a dynamic learning environment that makes art accessible and meaningful.

Met:
Teacher candidate fosters a safe and respectful learning environment, encouraging positive interactions, providing multiple models of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances. The candidate shows flexibility by adjusting to learner needs and engages them in questioning and challenging assumptions.

Not Met:
Teacher candidate has not integrated the basic components of a learning environment including fostering safety and respect, positive interactions, the use of multiple models and questioning techniques.

Score

_______ Met with Distinction

_______ Met

_______ Not Met

Assessment of Student Learning
Formative Assessment Checklist
Please assess the teaching candidate on the following criteria, based on notes from your weekly observation log.

Assessment of Student Learning (Standard 6)

Yes

Multiple Methods
Understands and uses multiple methods of assessment to positively engage learners in their own growth

Aligned to Purpose
Uses formative and summative assessments that match the learning purpose or reflect the lesson’s objectives

Progress
Documents learner progress to guide ongoing planning and instruction

Respectful Critique
Applies the principles of respectful critique to develop art vocabulary and improve art making

Student Self-Assessment
Models structures and processes that guide learners in examining their own thinking and that of others

Prior Knowledge
Uses assessment of student learning to design instruction that builds on prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understanding

Differentiation
Uses assessment of student learning to plan differentiated instruction that supports every student in meeting rigorous learning goals

Assessment of Student Learning
Summative Assessment Scoring Rubric
Please assess the teaching candidate on the following criteria, based on notes from your weekly observation log.

Assessment of Student Learning
(Standard 6)

Met with Distinction:
Teacher candidate designs formative and summative assessments that match the learning purpose or reflect the lesson’s objectives, employs multiple methods of assessment to positively engage learners in their own growth, and uses assessment of student learning to plan differentiated instruction that supports every student in meeting rigorous learning goals. In addition, the candidate documents learner progress to guide ongoing planning and instruction, assesses their prior knowledge, allowing learners to accelerate as they demonstrate their understanding or differentiates instruction to support every student in meeting rigorous learning goals.

Met:
Teacher candidate designs formative and summative assessments that match the learning purpose or reflect the lesson’s objectives, employs multiple methods of assessment to positively engage learners in their own growth, and uses assessment of student learning to plan differentiated instruction that supports every student in meeting rigorous learning goals. In addition, the candidate documents learner progress to guide ongoing planning and instruction.

Not Met:
Teacher candidate does not match assessments with learning purpose or lesson objectives.

Score

_______ Met with Distinction

_______ Met

_______ Not Met

Candidate Dispositions
Formative Assessment Checklist
Please provide a 3-5 minute video clip that demonstrates your ability to meet the following dispositions for teaching.

Dispositions

Observational Comments

Met

Not Met

Demonstrates passion for the visual world

Uses intuition to meet unexpected challenges

Encourages innovation and divergent responses to art making

Poses provocative questions so that students can think critically and creatively

Fosters respectful critique and personal reflection

Uses language and other forms of communication to foster a healthy, safe, and respectful social environment for all students

Shows willingness to consider other points of view before making judgments

Candidate Dispositions
Summative Assessment Scoring Rubric
Based on 3-5 minute video clip.

Met with Distinction
Uses language and other forms of communication to foster a healthy, safe, and respectful learning environment for all students by showing a willingness to:

consider other points of view before making judgments
pose provocative questions that lead students to think critically and act creatively
foster respectful critique and personal reflection
demonstrate passion for the visual world
use intuition to effectively meet unexpected challenges
encourage innovation and divergent responses to art making

Met
Uses language and other forms of communication to foster a healthy, safe, and respectful learning environment for all students by showing a willingness to:

consider other points of view before making judgments
pose provocative questions that lead students to think critically and act creatively
foster respectful critique and personal reflection
demonstrate passion for the visual world
use intuition to meet unexpected challenges

Not Met
Teaching does not display a willingness to consider other points of view. Interactions with students show a lack of respect that leads to an unsafe learning environment.

Score

_______ Met with Distinction

_______ Met

_______ Not Met

Appendix H

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