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Standard #6 - InTASC

InTASC/ESPB Standards

Syllabi with links on the right side of page

Assessment (from among those listed under item 4: Evidence of Meeting the Standard)

Standard #6: Assessment

The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and the learner's decision making.

EDUC 450 - Trends in Assessment and Educational Issues

EDUC 490/480 - Student Teaching


InTASC 6 - Student Teaching Data

InTASC 6 - Exit Surveys

InTASC 6 - 1st Year Teacher Surveys

InTASC 6 - Employer Survey

InTASC 6 - Praxis II - PLT

Education Abilities Senior Portfolio Data

EDUC 450 - TLC rubric project

TLC - Template

TLC - Handbook and Rubric

Strategies for Teachers Handbook


Narrative for Standard 6

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachers' and learner's decision making. 

Valley City State University teacher candidates gain knowledge and the ability to use assessments (InTASC standard #6) in a variety of ways. Cooperating teachers assess the teacher candidates' abilities to integrate formal and informal assessments, communicate timely and useful descriptive feedback, align assessments with objectives and standards, exhibit fairness in grading practices, and the use of a variety of assessments.

Teacher candidates in EDUC 450 learn about formative and summative assessment, formal and informal assessments, communicating timely and descriptive feedback. Candidates learn to develop pre-, post-, and formative assessments for the most meaningful learning targets that connect with a unit (learning segment of 3-5 lessons). The experience is one manner in which teacher candidates are prepared for teaching a unit as a student teacher and in their future career.

In EDUC 450 and methods courses, teacher candidates are introduced to the Teaching for Learning Capstone (TLC) Unit. As part of the planning section, candidates gain experience in developing assessments the teacher candidates' students about a vision of the learning target(s), guidance about where the students are at with respect to the intended learning outcomes, and the use of feedback to help students close the gap.

The chart below is a portion of the TLC template candidates complete as they plan their unit (learning segment). (The full TLC template can be viewed through a link on the right.)

D.  Assessment Tools and Criteria                                                                                                                                                                                         

1. Explain your thought process for planning a post-assessment, a pre-assessment, and at least one formative assessment to be used within the learning segment.

2. Provide samples of the assessments

a. Sample pre-assessment

b. Sample formative assessments

c. Sample post-assessment

3. Describe how you will use formal and informal assessments in order to monitor growth and provide feedback for students toward meeting the objectives.

4. Describe any modifications in the assessment tools or accommodations planned to allow students with specific needs to demonstrate their learning.

EDUC 450 and methods course experiences help teacher candidates plan, implement, and evaluation TLC units during their student teaching experience. The requirement of the TLC unit has increased the rigor for VCSU student teachers. The experience requires candidates to become more fundamentally sound at applying assessments for learning in the classroom as well as using the varied assessments to inform their practice.

Cooperating teacher ratings of VCSU student teachers between the fall of 2011 through the fall 2013 are favorable under the main heading of InTASC #6 for assessment. As specific subsections of the standard as assessed, some areas are stronger that others. Only 5 of 2242 ratings (6 assessment items times 375 candidates minus the items cooperating teachers did not complete) from cooperating teachers were less than "2-emerging" and even the lowest percentage of proficiency ratings was 94.9%. The data is positive, but can improve.  (The student teacher data is linked on the right.)

The action steps VCSU has taken to improve its preparation of teacher candidates started with reaching out to its K-12 partners. VCSU organized a workgroup of VCSU methods instructors and K-12 educators who discussed and developed a set of formative assessment strategies. The information became part of a Strategies for Teacher Education booklet for VCSU methods teachers to use in the classroom. (The booklet is linked at the right)

Because assessment is so important, VCSU didn't stop at one supportive adjustment for methods course. VCSU made a curriculum change by gathering a separate work group of area K-12 teachers and administrators to help VCSU faculty members revise a Current Issues in Education offering into a newly developed course titled Trends in Assessment and Educational Issues. The K-12 educators helped select the text: Seven Strategies of Assessment for Learning by Jan Chappius.The text has an emphasis on formative assessments, descriptive feedback, and introduces its readers to a variety of formal and informal assessments. The content and reasons K-12 educators gave to VCSU faculty members connect well with the breakdown components of InTASC Standard #6. The K-12 educators also developed a list of terms they believed were most relevant for first year teachers. The input of K-12 educators helped decide the VCSU assessment course text and content. The development and improvement of the course will improve teacher preparation in the area of assessment.


InTASC 6 Student Teacher Data

InTASC 6 Exit Survey Data

InTASC 6 1st Year Teachers

InTASC 6 Employer (Supervisor) Survey

Education Abilities Senior Portfolio Data

EDUC 450 - Syllabus

EDUC 480/490 - Syllabus

Rubrics for Assessing Senior Portfolio TLC

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