Standard4


 * NEW Standard 4: Assessment for Instruction: **

The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s ongoing planning and instruction. InTASC (2010) Principle 6  [Related to ACEI Standards 4 & INTASC (2007) Principle 8]

 assessments to address specific learning goals and individual differences.
 * Outcomes || Assessment Types || Standards Match ||
 * 1. The teacher candidate understands the range of types and multiple purposes of assessment and how to design, adapt or select appropriate

2. The teacher candidate knows how to analyze and interpret various kinds of student data to guide planning and instruction and to provide  meaningful feedback to each learner.

3. The teacher candidate understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for  communicating this feedback. || Oral, visual and written products of the following types:

 Informal assessment  Formal assessments  Performance tasks <span style="font-family: Georgia,serif; font-size: 120%;"> Oral presentation <span style="font-family: Georgia,serif; font-size: 120%;"> Case study/ simulation

<span style="font-family: Georgia,serif; font-size: 120%;">Fieldwork: <span style="font-family: Georgia,serif; font-size: 120%;">Guided observations <span style="font-family: Georgia,serif; font-size: 120%;">Journal || <span style="font-family: Georgia,serif; font-size: 120%;">INTASC (2007) Principle 8.1 -8.3;

<span style="font-family: Georgia,serif; font-size: 120%;">InTASC (2010) Principle 6 h

<span style="font-family: Georgia,serif; font-size: 120%;">INTASC (2007) Principle 8.1;

<span style="font-family: Georgia,serif; font-size: 120%;">InTASC (2010) Principle 6 i

<span style="font-family: Georgia,serif; font-size: 120%;">InTASC (2010) Principle 6 j || <span style="font-family: Georgia,serif; font-size: 120%;"> metacognitive process.
 * <span style="font-family: Georgia,serif; font-size: 120%;">4. The teacher candidate understands how examining one’s own thinking deepens learning, and knows how to engage students in this

<span style="font-family: Georgia,serif; font-size: 120%;">5. The teacher candidate understands how to prepare students for assessments and how to modify assessments and testing conditions for <span style="font-family: Georgia,serif; font-size: 120%;"> students with exceptionalities and English language learner needs. || <span style="font-family: Georgia,serif; font-size: 120%;">Oral, visual and written products of the following types:

<span style="font-family: Georgia,serif; font-size: 120%;">Informal assessment <span style="font-family: Georgia,serif; font-size: 120%;">Formal assessments <span style="font-family: Georgia,serif; font-size: 120%;">Performance tasks <span style="font-family: Georgia,serif; font-size: 120%;">Oral presentation <span style="font-family: Georgia,serif; font-size: 120%;">Case study/ simulation

<span style="font-family: Georgia,serif; font-size: 120%;">Fieldwork: <span style="font-family: Georgia,serif; font-size: 120%;">Guided observations <span style="font-family: Georgia,serif; font-size: 120%;">Journals || <span style="font-family: Georgia,serif; font-size: 120%;">InTASC (2010) Principle 6 k

<span style="font-family: Georgia,serif; font-size: 120%;">InTASC (2010) Principle 6 l ||