MA Rubric of Effective Teaching:

Standard I: Curriculum, Planning & Assessment

I-B-1
Designs and administers a variety of informal and formal methods and assessments, including
common interim assessments, to measure each student's learning, growth, and progress toward
achieving state/local standards.
I-B-2
Organizes and analyzes results from a variety of assessments to determine progress toward intended
outcomes and uses these findings to adjust practice and identify and/or implement appropriate
differentiated interventions and enhancements for students.
I-C-1
Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide
range of assessment data to improve student learning.
I-C-3
Based on assessment results, provides descriptive feedback and engages students and families in
constructive conversation that focuses on how students can improve their performance.
Description: Read through each expectation for this element and in your own words write one
paragraph that captures the true meaning of this professional teaching standard.
Teachers should use many different types of formative and summative assessments to track
student learning. These assessments should be standards-based. Teachers should analyze the
results of these examinations to identify student strengths and areas that need improvement.
This analysis can occur either individually or with colleagues. This knowledge should be applied
to instructional decisions that are designed to target students needs. Teachers should share the
results of assessments with students and their families in order to help students be more aware of
what they can do to be more successful.
Successes:

Challenges:

Area for Growth:

- I often struggle with finding

an effective way to share
results from BPS interim
assessments with students.
Ive tried a few different things,
from just handing them their
graded test back, to giving an
analysis sheet to each
student, to having individual
conferences. Conferences
work best, but there is just not
enough instructional time in
the day!

I administer a wide variety

of assessments from exit
slips, to quizzes, to
essays, to group projects
We complete data cycles
at my school, and we
closely analyze results
from interim assessments
and create plans for reteaching skills to targeted
students.
Since our last in-person
meeting I have been using
GradeCam for Exit Slips
and this has helped
tremendously with data
analysis

Because we are switching

to PARCC this year there
are many questions over
how to best prepare
students for this new
exam.
My colleagues and I were
told that BPS interim
assessments are not
aligned to new PARCC
examinations. So, how
can I analyze results from
these assessments to
ensure that my students
are prepared for PARCC?

Artifacts: Select evidence from each week that

demonstrates your new learning. What am I
most proud to highlight about my work?

Resources: List web-based resources from

the sessions that supported your growth.

GradeCam assessments and results

Data Cycle materials: reflection on
data, re-teach lesson plans, reassessment, re-assement reflection
Data-tracking excel spreadsheet that
analyzes all major exams and breaks
results down to show pockets of
success and areas of growth
Post-interim #2 lesson plan that
allowed students to analyze their own
data and reflect on their owns
strengths and areas in need of growth.
Use of on-line programs that have the
benefit of providing clear data that can
be used to inform instructional
decisions

GradeCam.com Collects data from

multiple-choice exit slips. Offers
immediate feedback and instantly
provided clear item analysis
Ati-Online.com this BPS data
warehouse helps analyze data from
district exams
Achieve3000.com this online reading
program tracks student lexile levels
MobyMax.com this program has
many functions. I primarily use it for
supplementary grammar practice. It
has the benefit of clearly tracking
language skills that students struggle
with.
Google Classroom I recently set up a
Google Classroom site for my classes.
I like how easily it distributes and
organizes Google Docs for student
essays. It collects and organizes my
comments and scores for student
writing.

Reflection: Why do the selected artifacts constitute evidence of achieving growth in this
element? Why did I choose these pieces? What does this work show about my learning?
These pieces show growth both around the collection and analysis of student data, but also
growth around sharing results from assessments with students. Collecting and analyzing data
has always been one of my strengths, however it is the piece around sharing this information with
students that I would like to improve on. Many of the online programs that I have been regularly
integrating into my classes (GradeCam, Achieve3000, MobyMax) give students access to their
own data and achievements.
I am also very proud of the lesson plan that I crafted for the day after we took the second interim
assessment. Because I was able to have students enter their own data into the computer instead
of filling out scantrons, I had instant access to test rests instead of having to wait a week. Before
giving students their results I had them work in groups to try and work together to earn 100%.
When students disagreed on an answer they had to convince their groupmates why they were
right. I heard some excellent conversations! Then, we shared out correct answers and went over
any immediate questions in the moment. As a whole class we then closely analyzed a few
questions that seemed to be an overall challenge. Students ended class by reflecting on their
successes and on the mistakes that they made. The focus question was: How can I learn from
past mistakes so I can avoid repeating them? Students were very engaged in the lesson and
seemed to really appreciate the chance to examine and reflect upon their results. Even though
these exams arent as closely aligned to PARCC as I would like, I do think it was beneficial for
students to reflect on their own thinking.
Future Learning Goals: What more can I learn that will support growth in this element?
I would like to continue to learn best practices around sharing data with students. I would also
like some more ideas on how to help students formulate their own learning goals based upon
assessment data. How can I help students see mistakes as an opportunity to learn rather than

just a negative result? Further, it would be nice to have more support on how to use this data to
best scaffold lessons and differentiate assignments.