CTESS ebook

Appendix E – Learning and Teaching Evidence Checklist

Standard 4: Connections and Relevance Makes connections to purposefully engage learners in learning tasks relevant to the learner

Standard 6 : Feedback Uses effective feedback practices in the instructional setting to provide timely and descriptive feedback that will promote quality student work Effective: • Teacher provides two different work samples from students, with specific feedback on how to progress toward meeting standards or learning objectives/intentions (e.g., rubrics, task completion checklists) Highly Effective: • Teacher provides three or more different work samples from students, with specific feedback on how to progress toward meeting standards or learning objectives/intentions (e.g., rubrics, task completion checklists) Effective: • Learning and Teaching Evidence that demonstrates how and why a particular lesson reflects relevancy based on the background knowledge and interests of current students. AND One of the Following: • Learning and Teaching Evidence that provides students with multiple means of accessing instructional content based on the stu dent’s learning preference (e.g., video, print, audio). • Culminating Student Project that allows students to demonstrate content mastery through submission of a choice of artifacts (e.g., essay, multimedia, oral report). Highly Effective: All of the following: • Learning and Teaching Evidence that demonstrates how and why a particular lesson reflects relevancy based on the background knowledge and interests of current students. • Learning and Teaching Evidence that provides students with multiple means of accessing instructional content based on the stu dent’s le arning preference (e.g., video, print, audio). • Culminating Student Project that allows students to demonstrate content mastery through submission of a choice of artifacts (e.g., essay, multimedia, oral report).

Standard 7 : Cognitive Rigor Provides students with meaningful opportunities to engage in higher level thinking to solve applied problems using academic skills such as analyzing, synthesizing, and decision making

Effective: All of the following: • One piece of Evidence of Rigor that documents or demonstrates higher level student learning tasks • Sample of one completed student assignment/project that reflects higher level learning

Highly Effective: All of the following:

• One piece of Evidence of Rigor that documents or demonstrates higher level student learning tasks • Samples of two different completed student assignments/projects that reflect higher level learning

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