Eugene School District 4J

Examples of Evidence to Look for in Assessing the Licensed Faculty Member’s Level of Performance

• Student accountability in classroom discussion
• Posted examples of high-quality student work
• Rubric attached to an assignment when returned to the student
• Student results on state assessments
• Variety of questioning techniques
• Pre- and post-testing
• Teacher-written comments on students’ work
• Evaluation of student progress based on previously given feedback
• Student demonstrations of learning in multiple and authentic ways to a variety of audiences
• Students’ willingness to take risks in their learning.
• Students’ motivation to improve and confidence they can do so
• Ability to describe uses of assessment prior to, during, and after instruction
• Use of multiple forms of formal and informal assessment, e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessment, peer assessment, and standardized tests
• Use of and results from formative assessments and summative assessments
• Detailed assessment data and records on student performance
• Use of assessment for multiple purposes, e.g., to enhance knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies
• Response to student inquiries
• Prompt feedback coupled with student goal setting
• Identification of students needing extra help
• Plan that specifies teacher’s and students’ responsibilities regarding improvement of learning
• Instructional activities based on student assessment results
• Teacher reflection on assessment results
• Written summary of teacher/student conference
• Reading logs
• Subject-area work samples or portfolios
• Unit test scores
• End-of-course exam results
• Student self-assessment and peer assessment based on clearly stated performance standards or rubrics
• Notes from student conferences
• Data spreadsheets
• Learning logs
• Norm-referenced tests
• Criterion-referenced tests