CW Magazine-Winter Edition November 2014 | Page 29

Learning Objectives


Recognize the benefits of developing assessment capable learners.



Understand how to implement teaching strategies designed to develop assessment capable
learners.



Apply instructional strategies of assessment capable learners practice to all learning,
regardless of grade level or content area.

Practice Profile

Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students and to
improving the quality of instruction.
Assessment Capable Learners Practice Profile

Essential
Function

1

Educators
teach
students to
determine,
“Where am
I going?”

2

Educators
teach
students to
determine,
“Where am
I now?”

3

Educators
teach
students to
determine,
“How can I
close the
gap?”

Exemplary proficiency
Ideal Implementation
When teaching students to develop
learning goals, all of the following
criteria occurs 80% of the time.
Educator writes targets using studentfriendly language.
Educator models using “I can ____,” or
I know ____” statements.
Educator develops rubric with students.
Educator analyzes student work with
the students using exemplary and nonexemplary examples.
When teaching student to selfevaluate learning progress, all of the
following criteria occurs 80% of the
time.
Educator provides descriptive
feedback.
Educator asks students to assess their
own progress by asking themselves
some key questions about where they
are in their learning.
Educators instruct students to selfassess, justify and set goals.
When teaching students to identify
next learning steps, all of the following
criteria occur 80% of the time.
Educator assists the student in
determining what might be some of the
next instructional steps.
Educator teaches the student to selfreflect, document, and share their
learning.

*Evidence: Fidelity Checklist, Student Data

Proficient

Close to Proficient
(Skill is emerging,
but not yet to ideal
proficiency.
Coaching is
recommended.)

Far from Proficient
(Follow-up
professional
development and
coaching is critical.)

When teaching
students to develop
learning goals, all
of the exemplary
criteria occurs, but
<80% of the time.

When teaching
students to develop
learning goals, some
of exemplary
criteria occur.

When teaching
students to develop
learning goals, none
of exemplary
criteria occur.

When teaching
student to selfevaluate learning
progress, all وB