Rubrics for NCATE Standards

Candidates know, understand, and use formal and informal assessment strategies

K, S

Evidence demonstrates that:

• Candidates administer both formal and informal assessments, which may or may not be aligned to instruction and learning goals

Evidence demonstrates that:

• Candidates integrate assessment and instruction as integral parts of designing and aligning instruction and learning goals
  
  
• Candidates administer assessments (i.e., formal and informal) to inform and to make decisions about objectives, materials, and the effectiveness of teaching strategies

Evidence demonstrates that:

• Candidates integrate assessment and instruction as integral parts of designing and aligning instruction and learning goals
  
  
• Candidates administer assessments (i.e., formal and informal) to inform and to make decisions about objectives and materials

Candidates use assessment data for planning and evaluating teaching strategies

Candidates demonstrate their knowledge of and ability to use assessment strategies to strengthen instruction

K, S, D, I

Evidence demonstrates that:

• Candidates know the reasons to implement certain assessments based on type (i.e., formal and informal), use, advantage, disadvantage, limitations, and subject matter
  
  
• Candidates use technology to promote the efficiency of assessment data collection
  

Evidence demonstrates that:

• Candidates know the reasons to implement certain assessments based on type (i.e., formal and informal), use, advantage, disadvantage, limitations, and subject matter
  
  
• Candidates use assessment data to monitor learning for each student, such as the need for re-teaching or adaptations to strengthen instruction
  
  
• Candidates use technology to promote the efficiency of assessment data collection and management of instruction
  
  
• Candidates use assessment data to monitor their own teaching strategies

Evidence demonstrates that:

• Candidates know the reasons to implement certain assessments based on type (i.e., formal and informal), use, advantage, disadvantage, limitations, and developmental appropriateness as related to students’ learning experiences, abilities (e.g., exceptionalities), and subject matter
  
  
• Candidates use assessment data to monitor and promote learning for each student, such as the need for re-teaching adaptations to strengthen instruction for each student
  
  
• Candidates use technology to promote the efficiency of assessment data collection and management of instruction
  
  
• Candidates use assessment data to monitor their own teaching strategies and behavior in terms of improving student success

Candidates demonstrate their knowledge of and ability to use assessment strategies to promote continuous intellectual, social, emotional, and physical development of each student

K, S, (D) I

Evidence shows that:

• Candidates draw conclusions about student development through assessment data

Evidence shows that:

• Candidates adapt assessment strategies to accommodate developmental needs of students
  
  
• Candidates consult with others (i.e., specialists) to gather information to identify and address the development of students with exceptionalities

Evidence shows that:

• Candidates adapt assessment strategies to accommodate and promote the developmental needs of students
  
  
• Candidates consult with others (i.e., specialists) to gather assessment information to identify, address, and promote the development of students with exceptionalities