1. Work Sample Evaluation Data on Learning Gains Interpretation of Learning Gains Data Uses of Learning Gains Data

2. Data on Learning Gains  How do your assessments measure the goals and objectives for the unit?  What alternate forms of assessment have you used based on the context?  What assessments have you done during lesson activities?  What criteria are you using for your assessments (scoring guides, rubrics?)

3. Guidelines  Pre- and post- assessments are included  Assessments measure progress toward unit & lesson goals & objectives  Data is displayed & analyzed for each student’s progress/performance  Data is summarized for the whole group  Data is summarized for subgroups  Student confidentiality is maintained

4. Documents to Include  Pre- and Post- assessments/tests  Other assessment tools/activities  Rubrics, scoring guides, checklists  Examples of student work that illustrate your analysis  Outcomes presented in a visual format (especially for whole or sub-groups)

5. Interpretation of Learning Gains Data  How do you explain student performance (item by item) on your pre- and post-assessments?  Why do you think students performed the way they did (context, outside influences?)  How have you determined whether goals & objectives were met?  Would you modify your assessment plans/tools based on this interpretation?

6. Guidelines  Student learning gains are explained relative to goals, objectives & activities  Student learning gains are explained in relation to the context  Modifications to assessment tools/plans are suggested based on interpretation of learning gains data

7. Documents to Include  Your analysis of why some students or groups of students were more successful than others  Your analysis of the assessment instruments themselves  Charts and graphs that help illustrate your analysis

8. Use of Data  What is your interpretation of what happened as you taught the unit?  Why do you think some students learned more than others?  What has your analysis of the data shown you?  How will you use this analysis?  How have you reported progress to students and parents?

9. Guidelines  Analyze goals, materials, activities, assessments for their effectiveness  Suggest possible modifications  Discuss implication for further instruction based on the outcomes of this unit  Describe how you have reported progress to students, parents, and others

10. Documents to Include  Narrative analysis based on guidelines  Data on students achieving or not achieving goals and objectives and the reason(s) if they have not  Description/examples of reporting process

11. Criteria for Scoring Section IV  Assessments measure all unit goals and objectives  Assessments measure a range of cognitive/performance abilities  Alternate assessment formats are provided that measure the same goals & objectives  Scoring guides/rubrics & examples are included  Data is included and analyzed for individual students, whole group and sub-groups

12. Criteria for Scoring Section V  Item analysis of assessment tools is included  Data is presented to support analysis  Met/Unmet status of goals & objectives is included along with analysis  Analysis of groups to determine why they were more or less successful is included  Gains are reported visually

13. Criteria for Scoring Section VI  Perceptions of the effectiveness of the unit are included  Extraneous and context factors are identified and discussed  Implications for future teaching are discussed  Implications for modification of this or other instruction is discussed  Reporting methods and examples are included