Assessment and instruction are an ongoing process, and effective teacherscontinually monitor the success rate for every student in the class, reteachingwhenever necessary and providing individual attention when the concepts are notmastered by certain students. In the traditional classroom setting, teachers assigngrades or grade averages to determine the student success rate. It is theevaluator’s responsibility to ensure that teachers are assessing studentperformance correctly and that they are using a variety of approaches toassessment design.
REFLECTIVE QUESTIONS FOR TEACHER ASSESSMENT
There are a number of different ways by which the cognitive coach can guideteacher performance in this area. These include student success rates as reflectedin their grades (
, etc.); the teacher’s utilization of alternative assessmentstrategies; and the teacher’s utilization of diagnostic information to assess whole-class competencies and individual student skill development. One method of guiding the teacher’s ability to implement assessment strategies is to have theteacher reflect on methods of assessment through the reflective questionsrepresented (Exhibit 2-1) Reflective Questions for Teacher Assessment.
Exhibit 2-1Reflective Questions for Teacher Assessment
How do you use assessment strategies to plan for instruction?
How often do you share diagnostic/evaluative information with individualstudents? What methods do you use to share this information with yourstudents?
What methods do you use to evaluate daily student performance in yourclassroom?
Discuss the process you use to determine student grades.
What methods do you use to encourage quality work from your students?
Discuss how you use each of the following to assess and increase studentperformance:
performance-based projects and activities