HTML Preview Student Progress Tracking page number 1.
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2. Tracking Student Progress
The teacher facilitates tracking of student progress on one or more learning goals and/or targets using a formative approach to
assessment.
Example Teacher Evidence
! Teacher helps students track their individual progress on the learning goal or target
! Teacher uses formal and informal means to assign scores to students on the scale or rubric depicting student status on the
learning goal
! Teacher uses formative data to chart progress of individual and entire class progress on the learning goal
Example Student Evidence
! Students can describe their status relative to the learning goal using the scale or rubric
! Students systematically update their status on the learning goal
! Students take some responsibility for providing evidence in reference to their progress on the scale
! Artifacts and data support that students are making progress toward a learning goal
Scale
Not Using
Beginning
Developing
Applying
Innovating
Tracking
student
progress
Strategy was
called for but
not exhibited.
Uses strategy
incorrectly or with
parts missing.
Facilitates tracking
of student progress
towards learning
goals and/or
targets using a
formative approach
to assessment, but
the majority of
students are either
not monitored for or
not displaying the
desired effect of the
strategy.
Facilitates tracking
of student progress
towards learning
goals and/or targets
using a formative
approach to
assessment and
monitors for
evidence of the
extent to which the
majority of students
understand their
level of
performance.
Adapts and creates
new strategies for
unique student
needs and situations
in order for the
desired effect to be
evident in all
students.
Reflection Questions
Not Using
Beginning
Developing
Applying
Innovating
Tracking
student
progress
How can you
begin to
incorporate
some aspects of
this strategy into
your
instruction?
How can you
facilitate tracking
of student
progress using a
formative
approach to
assessment?
In addition to
facilitating tracking
of student progress
using a formative
approach to
assessment, how
can you monitor the
extent to which the
majority of students
understand their
level of
performance?
How might you
adapt and create
new strategies for
facilitating tracking
of student progress
using a formative
approach to
assessment that
address unique
student needs and
situations for all
students?
What are you
learning about your
students as you
adapt and create
new strategies?