Learning Objectives
Recognize the benefits of developing assessment capable learners.
Understand how to implement teaching strategies designed to develop assessment capable
learners.
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
non-exemplary 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
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 of the
exemplary criteria
occurs, but <80%
of the time.
When teaching
student to selfevaluate learning
progress, some of
exemplary criteria
occur.
When teaching
student to selfevaluate learning
progress, none of
exemplary criteria
occur.
When teaching
students to identify
next learning steps,
all of the
exemplary criteria
occurs, but <80%
of the time.
When teaching
students to identify
next learning steps,
some of exemplary
criteria occur.
When teaching
students to identify
next learning steps,
none of exemplary
criteria occur.
*Evidence: Fidelity Checklist, Student Data
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