Indicator 3g

Indicator 3g The assessment system provides consistent opportunities to determine

student learning throughout the school year. The assessment system

provides sufficient teacher guidance for evaluating student performance and

determining instructional next steps.

Scoring

2 points

● The assessment system

provides opportunities to

determine student learning

throughout the school year.

AND

● The assessment system

provides sufficient teacher

guidance for evaluating

student performance.

AND

● The assessment system

provides sufficient teacher

guidance for interpreting

student performance and

determining next instructional

steps.

1 point

● The assessment system

provides opportunities to

determine student learning

throughout the school year, but

not consistently.

OR

● The assessment system

provides sufficient teacher

guidance for evaluating

student performance, but not

consistently.

OR

● The assessment system

provides sufficient teacher

guidance for interpreting

student performance and

determining next instructional

steps, but not consistently.

0 points

● The assessment system does

not provide opportunities to

determine student learning

throughout the school year.

AND

● The assessment system does

not provide sufficient teacher

guidance for evaluating

student performance.

AND

● The assessment system does

not provide sufficient teacher

guidance for interpreting

student performance and

determining next instructional

steps.

About this indicator:

What is the purpose of this Indicator?

This indicator examines whether the assessment system within materials offers regular and consistent

opportunities to evaluate student learning progress throughout the school year. It emphasizes the importance of

a well-structured assessment system that not only tracks student performance consistently over time but also

provides teachers with clear guidance on how to interpret assessment results. This includes offering insights on

evaluating student understanding and making informed decisions about instructional next steps. By doing so,

teachers identify areas where students may need additional support or enrichment, allowing for timely

interventions and personalized learning pathways that enhance student growth and achievement.

Indicator 3g Guiding Question:

Does the assessment system provide consistent opportunities to determine student learning throughout the

school year, sufficient teacher guidance for evaluating student performance, and sufficient teacher guidance

for determining instructional next steps?

Evidence Collection

Note: this indicator looks at the assessment system as a whole and how all of the types of assessments in a

program work together to show student progress toward mastery and provide guidance to teachers about

how to adjust instruction. Information specific to formative and summative assessments is looked at in

Gateway 1).

In the instructional materials being reviewed:

● Ensure the assessment system provides regular and structured opportunities throughout the school year

to measure student learning. This should include formative assessments that offer ongoing insights and

summative assessments that evaluate cumulative learning.

● Look for a variety of assessment types (e.g., quizzes, performance tasks, summative assessments,

standardized tests) to capture different aspects of student learning and demonstrate a comprehensive

view of progress.

● Ensure that there is comprehensive guidance for teachers on how to administer the system of

assessments, including instructions, rubrics, and criteria for consistent and fair evaluation of student

performance.

● Confirm that the materials include clear guidance on how to interpret the results of student assessments

throughout all assessments.

● Across the assessment system as a whole, look for specific recommendations or strategies for teachers

on how to use assessment data to inform instructional decisions, adjust teaching plans, and provide

targeted interventions or enrichment activities based on student needs.

● Assess whether the system includes mechanisms for providing timely and constructive feedback to

students, helping them understand their progress and areas for improvement.

● Determine if the assessment system allows for flexibility to accommodate diverse learning environments,

student populations, and instructional methods.

Cluster Meeting

Preparing for the cluster meeting:

● Does the assessment system provide regular and structured opportunities throughout the school year to

measure student learning, including both formative assessments that offer ongoing insights and

summative assessments that evaluate cumulative learning?

● Is there a variety of assessment types (e.g., quizzes, performance tasks, summative assessments,

standardized tests) to capture different aspects of student learning and demonstrate a comprehensive

view of progress?

● Is there comprehensive guidance for teachers on how to administer the assessment system, including

instructions, rubrics, and criteria for consistent and fair evaluation of student performance?

● Do the materials include clear guidance on how to interpret the results of student assessments across all

assessments?

● Are there specific recommendations or strategies for teachers on how to use assessment data to inform

instructional decisions, adjust teaching plans, and provide targeted interventions or enrichment activities

based on student needs?

● Does the system include mechanisms for providing timely and constructive feedback to students, helping

them understand their progress and areas for improvement?

● Does the assessment system allow for flexibility to accommodate diverse learning environments, student

populations, and instructional methods?

During the cluster meeting:

● Discuss whether the assessment system provides regular and structured opportunities throughout the

school year to measure student learning, including both formative assessments that offer ongoing

insights and summative assessments that evaluate cumulative learning.

● Discuss whether there are a variety of assessment types (e.g., quizzes, performance tasks, summative

assessments, standardized tests) to capture different aspects of student learning and demonstrate a

comprehensive view of progress?

● Discuss whether there is comprehensive guidance for teachers on how to administer the assessment

system, including instructions, rubrics, and criteria for consistent and fair evaluation of student

performance.

● Discuss whether the materials include clear guidance on how to interpret the results of student

assessments across all assessments.

● Discuss whether there are specific recommendations or strategies for teachers on how to use

assessment data to inform instructional decisions, adjust teaching plans, and provide targeted

interventions or enrichment activities based on student needs.

● Discuss whether the system includes mechanisms for providing timely and constructive feedback to

students, helping them understand their progress and areas for improvement.

● Discuss whether the assessment system allows for flexibility to accommodate diverse learning

environments, student populations, and instructional methods.

Gateway 3: Teacher and Student Supports

Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize

materials with integrity and to further develop their own understanding of the

content.