National Council for Accreditation of Teacher Education
Program Standards
For
Elementary Teacher
Preparation
Source Documents for the Program
Standards
ASSESSMENT
Standard 4. Assessment for instruction
Candidates know, understand, and use formal and
informal assessment strategies to plan, evaluate, and strengthen instruction that will
promote continuous intellectual, social, emotional, and physical development of each
elementary student.
Supporting explanation
Candidates know that assessment is an essential and integral part of instruction. It
defines the beginning point; helps identify objectives, materials and effective
teaching methods or techniques; and informs the need to re-teach or adapt
instruction. They understand the characteristics, uses, advantages, and limitations
of different types of assessment appropriate for evaluating how K-6 students
learn, what they know, and what they are able to do in each subject area.
Candidates recognize that many different assessment tools and strategies,
accurately and systematically used, are necessary for monitoring and promoting
learning for each student. Elementary teacher candidates appropriately use a
variety of formal and informal assessment techniques (e.g., observation, portfolios
of elementary student work, teacher-made tests, performance tasks, projects,
student self-assessments, peer assessment, and standardized tests) to enhance their
knowledge of individual students, evaluate students' progress and performances,
modify teaching and learning strategies, and collaborate with specialists on
accommodating the needs of students with exceptionalities. Candidates use
formative and summative assessments to determine student understanding of each
subject area and take care to align assessments with instructional practice. They
are aware that technology can facilitate appropriate forms of assessment and
provide evidence across multiple dimensions of student performance. They use
technology to improve the efficiency and effectiveness of assessment processes
and in management of instruction. Candidates also monitor their own teaching
strategies and behavior in relation to student success, modifying plans and
instructional approaches accordingly.
Source document for assessment
- Standards for Teacher Competence in Educational Assessment of Students, American Federation of Teachers, National Council on Measurement in Education, and National Education Association, 1990
Copyright 
2000 by the National Council for Accreditation of Teacher Education.
All rights reserved
Format and Programming Copyright 2000 by the Association for Childhood Education International.
All rights reserved
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