Unsatisfactory

Developing

Accomplished

Exceptional

The teacher marks papers on the foundation of the U.S. constitution on the basis of grammar and punctuation; for every mistake, the grade drops from an A to a B, a B to a C, etc.  (D)

After the students present their research on globalization, the teacher tells them their letter grade.  (D)

When students ask how he has arrived at the grade, he responds, “After all these years in education, I just know what grade to give.” (D)

The teacher says, “What’s the difference between formative assessment and the test I give at the end of the unit?” (D)

The teacher says, The district goal for the Europe unit is for students to understand geopolitical relationships. The teacher plans to have the students memorize all the country capitals and rivers. (D)

The teacher’s students receive their tests back; each one is simply marked with a letter grade at the top. (D)

The plan indicates that the teacher will pause to “check for understanding” but without a clear indication of how that is to be done. (D)

A student says, “If half the class   passed the test, why are we all reviewing the material again?” (D)

The teacher had students do a Mad Minute and records their results. (M)

Ms. M has worked on a writing rubric for her research assessment; she has drawn on multiple sources to be sure the levels of expectation are clearly defined. (D)

After reading the students’ notebooks, the teacher asks students   to revise the entries in their notebooks to clarify and add to previous   information. (M)

The teacher had students do a Mad Minute and compared their results to that of the previous week to monitor progress. (M)

Mr. C creates a short questionnaire to distribute to his students at the end of class; on the basis of their re-sponses, he will organize them into different groups during the next lesson’s ac-tivities. (D)

To teach persuasive writing, Ms. H plans to have her class research and write to the principal on an issue that is important to the students: the use of cell phones in class. (D)

Mr. J’s students will write a rubric for their final project on the benefits of solar energy; Mr. J has shown them several sample rubrics, and they will refer to those as they create a rubric of their own. (D)

After the lesson Mr. L asks students to rate their understanding on a scale of 1 to 5; the students know that their rating will indicate their activity for the next lesson. (D)

The teacher had students do a Mad Minute and had students compared their results to that of the previous week to monitor progress. (M)