FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Formative and Summative Assessment Task, Rubric 1: Quality of Learning Outcomes
[Used to score Form 2.2, #1, #2 and #3]
What does the evidence indicate about the quality of the teacher’s stated student learning outcomes?
Primary
Evidence
Form 2.2 Text Box 1: Content focus for the unit: For example, multiplication and division of fractions; plot,
setting, and characterization in short stories.
Form 2.2 Text Box 2: Learning outcomes for the unit. Reminder: List here the learning outcomes connected to
the assessments you are submitting.
Form 2.2 Text Box 3: Explain how the central focus and key learning outcomes for this unit represent rigorous
learning in the discipline and appropriately high expectations for student’s learning.
Secondary
Evidence
Form 2.1: Teaching and Learning Context Form
Quality of
Learning
Outcomes
(Rubric 1)
Level 1
Level 2
Level 3
Level 4
The learning outcomes as
a whole are characterized
by a lack of or by low
academic rigor in the
discipline and low
expectations for students.
The learning outcomes as
a whole are characterized
by moderate academic
rigor in the discipline and
moderate expectations
for students. The
teacher’s explanation is
general, imprecise, and/
or unconvincing.
Most, but not all, of
the learning outcomes
represent some
indication of high levels
of academic rigor in the
discipline and some high
expectations for students.
The teacher’s explanation
is generally convincing.
The learning outcomes
consistently represent
high levels of academic
rigor in the discipline and
high expectations for all
students. The teacher’s
explanation is detailed,
specific, and convincing.
Scoring Notes:
• To receive a score of 3 or higher, the evidence must demonstrate both high academic rigor and high expectations for students.
• It is common and acceptable for learning outcomes to be written as “I can...” and/or “Students will be able to...” statements.
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FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Formative and Summative Assessment Task, Rubric 2: Connection of Learning Outcomes with
School/District Priorities or Academic Content Standards [Form 2.2, #4]
What does the evidence indicate about the relationship of the teacher’s stated learning outcomes with the school’s curriculum
priorities or academic content standards?
Primary
Evidence
Form 2.2 Text Box 4: Identify the school/district priorities or state/national content standards addressed by the
learning outcomes and explain the connection to the learning outcomes you have listed above in #2 for this
unit.
Secondary
Evidence
Form 2.1: Teaching and Learning Context Form
Form 2.2 Text Box 2: Learning outcomes for the unit. Reminder: List here the learning outcomes connected to
the assessments you are submitting.
Connection
of Learning
Outcomes
with School/
District
Priorities or
Academic
Content
Standards
Level 1
The teacher fails to
explain the connections
between the identified
learning outcomes and
the academic content
standards.
Level 2
Level 3
Level 4
The teacher’s explanation
of the connections
between the identified
learning outcomes and
the academic content
standards is vague or
unclear.
The teacher’s explanation
of the connections
between the identified
learning outcomes and
the academic content
standards is generally
clear.
The teacher’s explanation
of the connections
between the identified
learning outcomes and
the academic content
standards demonstrates
full, clear, and explicit
alignment.
(Rubric 2)
Scoring Notes:
• The learning outcomes need to be connected to the school and district curriculum priorities, academic content standards, or
industry standards.
• Standards are not learning outcomes; it is not acceptable for content standards to be used in the place of learning outcomes.
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FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Formative and Summative Assessment Task, Rubric 3: Planning for Differentiation
[Used to score Form 2.2, #5]
What does the evidence indicate about the quality of the teacher’s plan for differentiation?
Primary
Evidence
Form 2.2 Text Box 5: Briefly explain how you planned to differentiate instruction for the particular students in
this submission. You may wish to comment on how and why you adapted learning activities and/or outcomes
to meet the needs of particular students or groups of students.
Secondary
Evidence
Form 2.1: Teaching and Learning Context Form
Form 2.2 Text Box 2: Learning outcomes for the unit. Reminder: List here the learning outcomes connected to
the assessments you are submitting.
Planning
for Differentiation
(Rubric 3)
Level 1
The plan as a whole
shows no differentiation
for students.
Level 2
Level 3
Level 4
The plan as a whole
shows little differentiation
for students.
The plan as a whole
indicates some
differentiation for groups
of students.
The plan as a whole
shows differentiation,
as appropriate, for
groups and for individual
students.
Scoring Notes:
• This rubric addresses differentiation of instruction to reach the learning outcomes. Differentiated instruction refers to the teacher’s
efforts to tailor content, the classroom environment, activities, processes for learning, assessments, and/or products to reflect the
range of backgrounds, knowledge, interests, and skill levels exhibited by the students within a class.
• Strategies required by law for students with special needs are not examples of differentiation of instruction. Such accommodations
allow students a different means for completing a task that is aligned with the learning outcomes for the instructional unit.
Differentiated instruction, on the other hand, comprises a set of intentional design decisions made by the teacher to tailor content,
the classroom environment, activities, processes for learning, assessments, or products to reflect the range of backgrounds,
knowledge, interests, and skill levels of students in the class.
• Differentiation should focus on the identified needs of the learners. Instructional delivery modalities, including visual, auditory, and
kinesthetic, not noted in the context for learning or evidence box, are not considered differentiation.
• If a candidate shows evidence of appropriate differentiation for individual students and the differentiation is not appropriate for
small groups based on the evidence, a score of 4 can be assigned.
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FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Formative and Summative Assessment Task, Rubric 4: Rationale for the Content of Formative
Assessments in the Context of the Learning Outcomes for the Instructional Unit [Used to score Form 2.2, #8]
To what extent does the teacher’s rationale for the content focus of each formative assessment demonstrate understanding of
student learning progress toward the learning outcomes of the unit as a whole?
Primary
Evidence
Form 2.2 Text Box 8: For Formative Assessment 1 and Formative Assessment 2, explain why each assessment
represents a useful check-in point and measures student learning progress toward the learning outcomes of
the unit as a whole.
Secondary
Evidence
Form 2.1: Teaching and Learning Context Form
Form 2.2 Text Box 2: Learning outcomes for the unit. Reminder: List here the learning outcomes connected to
the assessments you are submitting.
Rationale for
the content
of formative
assessments
in the
context of
the learning
outcomes
for the
instructional
unit
Level 1
The teacher offers no
rationale for the content
focus of the formative
assessments.
Level 2
Level 3
The rationale for the
content focus of the
formative assessments is
vague or general.
The rationale for the
content focus of the
formative assessments is
clear and supported by
specific details.
Level 4
The rationale for the
content focus of the
formative assessments
is thorough and makes
a convincing case
for the importance
of these formative
assessments for future
learning in the unit.
(Rubric 4)
Scoring Notes:
• A rationale explains why the teacher did what he or she did and when he or she did it in relation to the learning outcomes. The
rationale coheres with the listed outcome(s).
• If the teacher mentions results in the rationale, it is not considered evidence and is irrelevant to this rubric.
• Teachers are not required to assess all of the learning outcomes through the two formative assessments provided in the
submission. It is possible for the teacher to have assessed some of the learning through other formative assessments that were not
included in the submission.
• Pre-assessments are acceptable forms of formative assessment.
• If a rationale is inaccurate, it is to be considered to not be a rationale and therefore is a level 1.
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FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Formative and Summative Assessment Task, Rubric 6: Accuracy of Scoring Individual Student
Responses [Used to evaluate the teacher’s uploaded student responses and teacher scoring of those responses]
To what extent is the teacher’s evaluation of each of the three students’ responses accurate in all submitted assessments?
Primary
Evidence
Form 2.2 Text Box 8: Learning Outcomes Assessed
Form 2.3 Charts and Samples: Chart for FA1, then FA1 samples; chart for FA2, then FA2 samples; chart for SA,
then SA sample
Secondary
Evidence
Form 2.1: Teaching and Learning Context Form
Accuracy
of Scoring
Individual
Responses
(Rubric 6)
Level 1
There is no evidence of
the teacher’s scoring of
student responses in all
submitted assessments.
Level 2
Level 3
There are substantive
content-based errors
and/or an error in the
teacher’s scoring of
student responses in all
submitted assessments.
There are one or two
minor content-based
errors in the scoring of
student responses in all
submitted assessments.
Level 4
There are no contentbased errors in the
scoring of student
responses in all
submitted assessments.
Scoring Notes:
• If there is no evidence of the teacher’s scoring of student responses in any or all submitted formative and summative assessments,
a score of Level 1 must be assigned.
• The candidates are not required to provide an answer key.
• If the submission includes a performance-based student assessment or assessments for students with severe disabilities (who
may not be verbal) that use rubrics and checklists to document progress, and:
– t he candidate provides a rubric/grading criteria and evidence of how he or she scored the student responses (i.e., a total
score or rubric level for each student);
– t he candidate does not provide video/photographic/audio evidence of actual student responses, or does not provide a
written description of student performance (i.e., behaviors and characteristics of performance) in the text box;
– the submission must be deferred for lack of evidence (missing information).
• If the teacher rewrites student information, which means it is not an original response, the submission is to be scored, as there are
no provisions in the candidate guide noting otherwise.
• For Levels 2 through 4, scoring errors refer to the actual calculation or inconsistently scored errors in computing the scores.
•If the teacher’s description in the rationale does not match how he or she actually scored the assessments and no content errors
are evident, the submission should be scored a Level 4.
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FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Formative and Summative Assessment Task, Rubric 5: Design of Opportunities for Student SelfAssessment [Used to score Form 2.3, #1]
Note: Rubric 5 is scored after Rubric 6.
How convincing is the teacher’s explanation of the design and usefulness of the student self-assessment for students to
understand their progress in all of the formative assessments submitted?
Primary
Evidence
Form 2.3: Each of your formative assessments must include some method of student self-assessment. Explain
how you designed this part of the assessment to help students understand their progress toward the learning
outcomes of this unit of instruction.
Secondary
Evidence
Form 2.1 Teaching and Learning Context Form
Form 2.3 Charts and Samples: Chart for FA1, then FA1 samples; chart for FA2, then FA2 samples; chart for SA,
then SA sample
Design of
Opportunities
for Student
SelfAssessment
(Rubric 5)
Level 1
Level 2
Level 3
Level 4
There are no
opportunities for student
self-assessment in both
formative assessments
submitted.
The teacher’s explanation
of the design and
usefulness of the
student self-assessment
opportunities for students
to understand their
progress is vague or
general in both formative
assessments submitted.
The teacher’s explanation
of the design and
usefulness of the
student self-assessment
opportunities for students
to understand their
progress is clear and
includes some specific
information in both
formative assessments
submitted.
The teacher’s explanation
of the design and
usefulness of the
student self-assessment
opportunities for students
to understand their
progress is detailed and
contains substantive
information in both
formative assessments
submitted.
OR
The teacher offers no
relevant information
to explain the design
and usefulness of the
student self-assessment
opportunities for
students to understand
their progress in both
formative assessments
submitted.
OR
The teacher is
inconsistent in allowing
students to self-assess
between both formative
assessments submitted.
Scoring Notes:
• Self-assessment is a process by which students evaluate or examine their own work against criteria of achievement of a learning
outcome or outcomes. An opportunity for self-assessment must be intentionally structured by the teacher and provide evidence
that the students will examine and use assessment data.
• Self-assessment is meant to provide both teacher and student insight into learning progress. This rubric addresses the teacher’s
explanation of the design of the instrument for student opportunity to self-assess.
• If opportunities for self-assessment are not included in both assessments, the element should be scored a Level 1.
• An opportunity for self-assessment must be intentionally structured by the teacher and provide evidence the students will examine
and use the information provided by the self-assessment.
• Having an opportunity to self-assess does not mean an automatic score of Level 2 or higher. There must be relevant information to
explain the design to receive a Level 2 or higher.
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FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Formative and Summative Assessment Task, Rubric 7a: Analyzing Individual Student Data to Monitor
Learning [Used to score Form 2.4.1a]
How well does the teacher use the three individual student assessment responses to Formative Assessment 1 to analyze each
student’s progress toward mastery of the learning outcomes?
Primary
Evidence
Form 2.4.1a: Text Boxes 1, 3 and 5
Secondary
Evidence
Form 2.1: Teaching and Learning Context Form
Form 2.2 Text Box 2: Learning outcomes for the unit. Reminder: List here the learning outcomes connected to
the assessments you are submitting.
Form 2.3 Charts and Samples: Chart for FA1, then FA1 samples; chart for FA2, then FA2 samples; chart for SA,
then SA sample
Analyzing
Individual
Student Data
to Monitor
Learning
(Rubric 7a)
Level 1
Level 2
Level 3
Level 4
Overall analysis of the
three student responses
is inaccurate, making
inappropriate inferences,
and/or fails to align
student results with
the intended learning
outcomes.
Overall analysis of the
three student responses
is general and does not
mention some obvious
features of the student
responses in their
progress toward mastery
of the learning outcomes.
Overall analysis of the
three student responses
draws at least one
specific and accurate
conclusion about learning
progress from each
student’s assessment
response in relation to
the learning outcomes,
citing some evidence
from each of the student
responses to support this
account.
Overall analysis of the
three student responses
draws multiple specific
and accurate conclusions
about each student’s
learning progress in
relation to the learning
outcomes, citing strong
and specific evidence
from each of the student
responses to support this
account.
Scoring Notes:
• Analysis is the process of breaking an item down into its component parts to learn how the parts function, and how they interact/
relate to one another.
• The overall analysis must reference all three students’ responses to receive a score of Level 2 or higher.
• If no response is evident in the text box (e.g., an “X” or “Not Applicable”), it should be deferred.
• If there is accurate and appropriate analysis for all 3 students, but one or more are only general, the submission should be scored
a Level 2.
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FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Formative and Summative Assessment Task, Rubric 8a: Using Assessments to Chart Future Learning
for Three Selected Students [Used to score Form 2.4.1a]
To what extent does the teacher’s account of next steps in instruction for each student after Formative Assessment 1 reflect the
progress of student learning in the context of the learning outcomes?
Primary
Evidence
Form 2.4.1a Text Boxes 1, 3 and 5
Form 2.4.1a Text Boxes 2, 4 and 6
Secondary
Evidence
Form 2.1: Teaching and Learning Context Form
Form 2.2 Text Box 2: Learning outcomes for the unit. Reminder: List here the learning outcomes connected to
the assessments you are submitting.
Form 2.3 Charts and Samples: Chart for FA1, then FA1 samples; chart for FA2, then FA2 samples; chart for SA,
then SA sample
Using
Assessments
to Chart
Future
Learning
for Three
Selected
Students
Level 1
Level 2
The teacher does not
connect assessment
results for the three
students with next steps
in learning, and/or makes
no connection to the
learning outcomes.
The teacher makes only
very general connections
between assessment
results for the three
students and next steps
in learning in the learning
outcomes.
Level 3
The teacher connects
assessment results for
the three students with
specific next steps in
learning in the learning
outcomes.
Level 4
The teacher connects
assessment results for
the three students with
specific next steps in
learning in the learning
outcomes, citing specific
evidence from each
student’s assessment
results.
(Rubric 8a)
Scoring Notes:
• The next steps in learning (in the progression toward the learning outcomes) are supposed to be a direct result of the evidence
obtained from the student’s assessment.
• The assessor must check the alignment to the learning outcomes. If there is no alignment, the element should be scored a Level 1.
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FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Formative and Summative Assessment Task, Rubric 7b: Analyzing Individual Student Data to Monitor
Learning [Used to score Form 2.4.1b]
How well does the teacher use the three individual student assessment responses to Formative Assessment 2 to analyze each
student’s progress toward mastery of the learning outcomes?
Primary
Evidence
Form 2.4.1b Text Boxes 1, 3 and 5
Secondary
Evidence
Form 2.1: Teaching and Learning Context Form
Form 2.2 Text Box 2: Learning outcomes for the unit. Reminder: List here the learning outcomes connected to
the assessments you are submitting.
Form 2.3 Charts and Samples: Chart for FA1, then FA1 samples; chart for FA2, then FA2 samples; chart for SA,
then SA sample
Analyzing
Individual
Student Data
to Monitor
Learning
(Rubric 7b)
Level 1
Level 2
Level 3
Level 4
Overall analysis of the
three student responses
is inaccurate, making
inappropriate inferences,
and/or fails to align
student results with
the intended learning
outcomes.
Overall analysis of the
three student responses
is general and does not
mention some obvious
features of the student
responses in their
progress toward mastery
of the learning outcomes.
Overall analysis of the
three student responses
draws at least one
specific and accurate
conclusion about learning
progress from each
student’s assessment
responses in relation to
the learning outcomes,
citing some evidence
from each of the student
responses to support this
account.
Overall analysis of the
three student responses
draws multiple specific
and accurate conclusions
about each student’s
learning progress in
relation to the learning
outcomes, citing strong
and specific evidence
from each of the student
responses to support this
account.
Scoring Notes:
• Analysis is the process of breaking an item down into its component parts to learn how the parts function, and how they interact/
relate to one another.
• The overall analysis must reference all three students’ responses to receive a score of Level 2 or higher.
• If no response is evident in the text box (e.g., an “X” or “Not Applicable”), it should be deferred.
• If there is accurate and appropriate analysis for all three students, but one or more are only general, the submission should be
scored a Level 2.
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FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Formative and Summative Assessment Task, Rubric 8b: Using Assessments to Chart Future Learning
for Three Selected Students [Used to score Form 2.4.1b]
To what extent does the teacher’s account of next steps in instruction for each student after Formative Assessment 2 reflect the
progress of student learning in the context of the unit learning outcomes?
Primary
Evidence
Form 2.4.1b Text Boxes 1, 3 and 5
Secondary
Evidence
Form 2.1: Teaching and Learning Context Form
Form 2.4.1b Text Boxes 2, 4 and 6
Form 2.2 Text Box 2: Learning outcomes for the unit. Reminder: List here the learning outcomes connected to
the assessments you are submitting.
Form 2.3 Charts and Samples: Chart for FA1, then FA1 samples; chart for FA2, then FA2 samples; chart for SA,
then SA sample
Using
Assessments
to Chart
Future
Learning
for Three
Selected
Students
Level 1
Level 2
The teacher does not
connect assessment
results for the three
students with next steps
in learning, and/or makes
no connection to the
learning outcomes.
The teacher makes only
very general connections
between assessment
results for the three
students and next steps
in learning in the learning
outcomes.
Level 3
The teacher connects
assessment results for
the three students with
specific next steps in
learning in the learning
outcomes.
Level 4
The teacher connects
assessment results for
the three students with
specific next steps in
learning in the learning
outcomes, citing specific
evidence from each
student’s assessment
results.
(Rubric 8b)
Scoring Notes:
• The next steps in learning (in the progression toward the learning outcomes) are supposed to be a direct result of the evidence
obtained from the student’s assessment. However, the assessor must verify that the next steps in learning were designed based
on assessment results.
• The assessor must check the alignment to the learning outcomes. If there is no alignment, the element should be scored a Level 1.
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FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Formative and Summative Assessment Task, Rubric 9: Analysis of Learning Progress for Three Selected
Students [Used to score Form 2.4.1c]
How well does the teacher use the assessment data (Formative 1, Formative 2, Summative) to analyze and draw conclusions
about each student’s learning progress in this instructional unit? How do the assessment results affect future instruction or
future instructional planning?
Primary
Evidence
Form 2.4.1c
Secondary
Evidence
Form 2.1: Teaching and Learning Context Form
Form 2.2 Text Box 2: Learning outcomes for the unit. Reminder: List here the learning outcomes connected to
the assessments you are submitting.
Form 2.3 Charts and Samples: Chart for FA1, then FA1 samples; chart for FA2, then FA2 samples; chart for SA,
then SA sample
Analysis of
Learning
Progress
for Three
Selected
Students
(Rubric 9)
Level 1
Level 2
Level 3
Level 4
The teacher fails to draw
any conclusions about
the selected students
and/or does not connect
assessment results for
the three students with
next steps in learning.
The teacher’s conclusions
about the selected
students are weak
or inconsistent or the
teacher makes only very
general connections
between assessment
results for the three
students and next steps
in learning.
The teacher’s conclusions
are supported by relevant
references to assessment
data for the selected
students. The teacher
connects assessment
results for most students
with specific next steps in
learning.
The teacher’s conclusions
are supported by citing
specific evidence
from each student’s
assessment results for all
three selected students.
The teacher connects
assessment results for
the three students with
specific next steps in
learning.
Scoring Notes:
• Analysis is the process of breaking an item down into its component parts to learn how the parts function, and how they interact/
relate to one another.
• The secondary evidence from Form 2.3 should be viewed to score this element.
• If the candidate does not specifically name the assessments, the assessor can verify the connection and accuracy by checking the
secondary evidence.
• Level 4 score: 3/3 students’ conclusions are supported by citing specific evidence from each student’s assessments and connecting
3/3 student assessment results with specific next steps in learning.
• Level 3 score: 3/3 students’ conclusions are supported by relevant references to assessment data. The teacher connects
assessment results of 2/3 students with specific next steps in learning.
• Level 2 score: 3/3 students’ conclusions are weak or inconsistent, or the teacher makes only very general connections between the
assessment results for 3/3 students and the next steps in learning.
• Level 1 score: 0/3 students’ conclusions about the assessment data and/or 0/3 students’ assessments are connected to next steps
in learning.
• Next steps in learning need not be overly detailed, but they should be connected to assessment results and make sense with
regards to what is being learned.
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FORMATIVE AND SUMMATIVE ASSESSMENT TASK:
ASSESSOR SCORING NOTES
Scoring Notes (continued):
• Next steps in learning can include teaching strategies that are teacher-focused (such as, how students will be grouped), as long
as these align with the evidence. Next steps might also be as simple as trying something different, again, as long as this decision is
informed by the results.
• Assessors should note that the teacher is asked to cite evidence, but more than just the citation of evidence is required; it must
connect with next steps in learning. Analysis of the actual work is to be regarded as evidence; in other words, evidence should be
regarded as more than just a record of the students’ scores.
• The teacher connects assessment results for specific next steps in learning to most (2 of 3 students) in Level 3.
• Level 2 refers to very general connections between assessment results for the three students and next steps in learning.
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