Connecting the Characteristics Margaret Heritage UCLA/ CRESST Attributes of Other Characteristics of Effective Instruction and Assessment for Learning

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Teaching for Learner Differences AttributeAssessment for Learning 1. Instruction is focused on the essential concepts and skills within the content (big ideas). Assessment measures students’ current status of the learning goals and success criteria. 2. Instruction is designed and delivered to match students’ needs based on assessment data of students’ prior knowledge, readiness, individual interests, and learning preferences (instructional match). Assessment opportunities are planned within the lesson. Evidence is used to identify the ZPD. 3. Teacher provides flexibility within content, instruction, and product to allow for variances in students’ acquisition and demonstration of learning. Students are provided with a range of opportunities to represent their learning. 4. Teachers provide clear instruction about how to learn, making the various strategies and skills of the learning process conspicuous to all students. Feedback is focused on “where am I currently, where am I going, and what to do to get there”. 5. Instruction includes opportunities for students to practice and review their learning and receive feedback. Feedback and self- and peer- assessment is used by students. 6. The teacher regularly monitors each student’s progress related to the acquisition of the essential concepts and skills and adjusts instruction to meet students’ learning needs. Evidence gleaned from the assessment is used to plan differentiated instruction.

Teaching for Understanding AttributeAssessment for Learning 1. Instruction facilitates the construction of deep conceptual and procedural knowledge. Instructional tasks/assessment tasks make students’ thinking visible. 2. Students develop representations and conceptual models. The teacher uses the student representations or conceptual models as an assessment strategy. 3.Instruction inducts students into the discipline. Assessment parallels instruction. 4. Teachers teach for transfer.Assessment tasks include the application of understanding in different contexts.

Rigor and Relevance AttributeAssessment for Learning 1. Students perform higher order thinking (HOT). Assessment tasks are planned to tap into HOT. 2. Students demonstrate deep understanding and mastery of Iowa Core concepts and skills. Assessment tasks are planned to indicate where students are in relation to important goals so that instructional adjustments can be made to make sure learning is on the right track. 3. Students apply concepts and skills to situations, issues, and problems in the world beyond school. As above

Student -centered Classrooms AttributeAssessment for Learning 1. Educators engage students in making connections to construct new learning. Learning progressions are used by teachers to connect prior, current, and future learning goals. 2. Educators facilitate opportunities for students to be metacognitive. Learning goals and success criteria are shared with students. Students engage in self- assessment. 3. Educators create an environment in which the students become partners in learning. As above. 4. Educators facilitate time for students to learn collaboratively. Students engage in peer-assessment and provide feedback to each other. Teacher observes discussions among students and around group tasks to use formatively. 5. Educators provide meaningful and authentic assessment in a real world context. Assessment for learning tasks are embedded in instruction.