Classroom instruction quality criteria
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Esperanza Charter Elementary School has clear criteria for classroom instruction quality that focuses on rigor, relevance, and relationships to achieve results. Teachers are expected to have content standards, objectives, agendas, and learning activities visible. Students should be able to articulate what they are learning and know the criteria for proficient work. Students are engaged in rigorous learning activities like projects that require critical thinking. Instructional strategies are differentiated to engage diverse learning styles and make learning relevant.
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![Esperanza Charter Elementary School<br />Ross F. Williams Jr., MSA, DBA<br />Division Head<br />Classroom Instruction Quality Criteria:<br />โRigor, Relevance, and Relationships = Resultsโ<br />,[object Object]](https://image.slidesharecdn.com/classroominstructionqualitycriteria-110423203639-phpapp02/85/Classroom-instruction-quality-criteria-1-320.jpg)
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1. NEP 2020 aims to transform assessment culture from a focus on summative testing and memorization to formative, competency-based assessment that promotes learning. It recommends assessing higher-order skills.
2. NEP 2020 proposes a 360-degree, multidimensional progress report card for students. It also recommends shifting high-stakes board exams to be competency-based.
3. The document discusses various assessment methods recommended by NEP 2020, including school-based, self-assessment, peer assessment, portfolios, and assessing complex skills. It emphasizes
Self-Assessment refers to training students to evaluate their own .docx
Self-Assessment refers to training students to evaluate their own work for the purpose of improving it. To become capable evaluators of their work, students must have a clear target the opportunity to help create a definition of quality work feedback the opportunity to correct or self-adjust their work before they turn it in. Self-Assessment also includes reflective activities in which students are prompted to consider the strengths and weaknesses of their work, make plans for improvement, or integrate the assignment with previous learning.
Students learned how to improve their work when they participated in reflective activities, the remaining element of Self-assessment. Reflective thinking has historically been promoted as a central part of learning.
In order to support student learning, classroom assessment needs to involve students deeply in the assessment process, provide specific, descriptive feedback during the learning, and include evaluative feedback as required to communicate and report progress over time. This helps build a shared language that everyone can use to describe growth and learning.
There are several essential elements of the classroom assessment process that supports student learning. To ensure success for all learners, especially those who struggle, students need to know what they already know, what needs to be learned and what success looks like. Students also need to learn how to guide their own learning through being involved in setting and using criteria, giving themselves feedback for learning (self-assessment), setting goals, collecting evidence and communicating that evidence of learning to others.
In order to communicate learning meaningfully to a variety of stakeholders, teachers involve students in collecting and organizing a broad range of evidence or proof of learning. Further, as teachers review evidence of learning from three different sources (observations of students engaged in learning, conversations with students about their learning, and reviewing their products (i.e. notebooks, tests, quizzes, projects, assignments, electronic data), they compare each student's learning not to other students but to the learning destination. This requires that teachers not only understand what students need to know and do but that they understand the level of quality appropriate for the course or grade level.
When students are engaged in the assessment process, they learn to self-monitor their way to success. Teachers achieve deep student involvement through assessment activities that provide assessment data and help students understand what is important and what quality looks like.
Why Is Student Self-Assessment Important?
Now that so much assessment is situated in daily classroom life, there are numerous opportunities to engage students in the assessment process. They can compare their work over time, create evaluation criteria for a project, discuss their strategies for reading difficult texts, work with peers .
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Classroom instruction quality criteria
- 2. Students can articulate what they are learning, know the criteria for proficient work and are involved in using rubrics to assess their own learning.
- 3. Students are on task, activity engaged and participating in lesson (asking questions, answering questions, discussing lesson, working in groups, focused upon learning).
- 4. Students are engaged in rigorous learning that requires them to think critically, reason, synthesize, make judgments and solve problems.
- 5. Assignments include extended projects where students construct explanations and justify arguments.
- 6. Students are taking notes (i.e. Cornell notes) on discussion, reading or instruction.
- 7. Students work (Standards-based) is displayed in a meaningful way with feedback on attractive bulletin boards.
- 8. Teacher checks for understanding and demonstrates positive relations with students in a positive learning environment.
- 9. Instructional strategies are effective and differentiated to maintain student focus, to engage diverse learning styles and to make learning relevant.
- 11. Do I have an Ice Breaker/Opening activity ready to go? (and a back- up Plan?)
- 12. What personality traits of the teacher set the tone for the rest of the school year?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________<br />