Domain Data

Domain B: Assessing Student Learning

TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretations and Use of Assessments
6. Uses multiple measures for progress monitoring throughout instruction to determine whether all students, including English learners and students with special needs, are
understanding content/skills and making progress toward achievement of state-adopted academic standards. (TPE 2) (PS-5, 6, 8, 12, 13)
7. Employs ongoing multiple and, where appropriate, differentiated assessment options to collect evidence of individual and whole class learning, including performance-based
real-world applications, questioning strategies, work samples and products. (TPE 2) (PS-6, 8, 12, 13)
8. Anticipates, checks for, and addresses common misconceptions and identified misunderstandings. (TPE 2)
9. Uses a variety of informal and formal, as well as formative and summative assessments, at varying levels of cognitive demand to determine students' progress and plan
instruction. (TPE 3) (PS-6, 8, 12, 13)
10. Uses formal (including language/CELDT, academic, IEP) and classroom-based assessment results to design and monitor daily instruction required to meet all students' learning
needs and ensure high achievement of PK12 academic standards. (TPE 3) (PS-6, 12)
11. Teaches students how to use self-assessment strategies and provides time for students to practice these strategies. (TPE 3)
12. Uses a variety of technologies and sources to analyze data as a tool for assessing student learning, informing instruction, managing records, and providing feedback to
students and their parents. (TPE 3) (PS-11)
13. Explains to students and to their families, student academic and behavioral strengths, areas for academic growth, promotion and retention policies, and how a grade or
progress report is derived and how to help students achieve the academic curriculum (TPE 3)
Integrating - The candidate provides clear, consistent, and convincing evidence demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of appropriate, relevant, accurate, and clear or detailed evidence. The evidence is purposefully connected and reinforced across this TPE Domain.
Applying - The candidate provides clear evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate evidence. Evidence is connected across this TPE Domain.
Emerging - The candidate provides partial evidence demonstrating the competency or competencies. Candidate's practices demonstrate a preponderance of minimal, limited,
cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent.
Beginning - The candidate provides little or no evidence demonstrating the competency or competencies. Candidate's practices demonstrate a preponderance of inappropriate,
irrelevant, inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.

Evidence/Feedback/Next Steps

Rubric Level

... Applying

Johnny uses a variety of informal and formal, as well as formative and summative assessments to score the student posters from the group assignment. Prior to the assignment
students were provided with a rubric which included required components for an acceptable presentation. Johnny also used visual assessment of the student group work as he
walked about the groups during their collaboration. At the end of the period, each group presented their posters to the class and answered questions from the class.

Completed Date Time

Completed By
Rehkopf,S