N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
www.rpdp.net
Secondary Mathematics
Standard 5 Part 1
TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS
STANDARD 1
STANDARD 2
STANDARD 3
STANDARD 4
STANDARD 5
New Learning is
Connected to Prior
Learning and
Experience
Learning Tasks have
High Cognitive
Demand for Diverse
Learners
Students Engage in
Meaning-Making
through Discourse
and Other
Strategies
Students Engage in
Metacognitive
Activity to Increase
Understanding of
and Responsibility for
Their Own Learning
Assessment is
Integrated into
Instruction
Indicator 1
The teacher activates all
students’ initial
understandings of new
concepts and skills
Indicator 1
The teacher assigns tasks
that purposefully employ all
students’ cognitive abilities
and skills
Indicator 1
The teacher provides
opportunities for extended,
productive discourse between
the teacher and student(s)
and among students
Indicator 1
The teacher and all students
understand what students are
learning, why they are
learning it, and how they will
know if they have learned it
Indicator 1
The teacher plans on-going
learning opportunities based
on evidence of all students’
current learning status
Indicator 2
The teacher makes
connections explicit between
previous learning and new
concepts and skills for all
students
Indicator 2
The teacher assigns tasks
that place appropriate
demands on each student
Indicator 2
The teacher provides
opportunities for all students
to create and interpret multiple
representations
Indicator 2
The teacher structures
opportunities for selfmonitored learning for all
students
Indicator 2
The teacher aligns
assessment opportunities with
learning goals and
performance criteria
Indicator 3
The teacher makes clear the
purpose and relevance of new
learning for all students
Indicator 3
The teacher assigns tasks
that progressively develop all
students’ cognitive abilities
and skills
Indicator 3
The teacher assists all
students to use existing
knowledge and prior
experience to make
connections and recognize
relationships
Indicator 3
The teacher supports all
students to take actions based
on the students’ own selfmonitoring processes
Indicator 3
The teacher structures
opportunities to generate
evidence of learning during
the lesson of all students
Indicator 4
The teacher provides all
students opportunities to build
on or challenge initial
understandings
Indicator 4
The teacher operates with a
deep belief that all children
can achieve regardless of
race, perceived ability and
socio-economic status.
Indicator 4
The teacher structures the
classroom environment to
enable collaboration,
participation, and a positive
affective experience for all
students
NEVADA EDUCATOR PERFORMANCE FRAMEWORK – IMPLEMENTATION PHASE 1
Indicator 4
The teacher adapts actions
based on evidence generated
in the lesson for all students
Standard 5 Module for Mathematics
Part I – What and Why
 Goal 1: What is Standard 5?
 Goal 2: What are the indicators for Standard 5?
Part II – Implications for Mathematics
 Goal 3: What activities/instruction in the classroom
would provide evidence of them?
 Goal 4: What specific plans can be designed to
implement them?
NEPF – Standard 5
Assessment
is Integrated into
Instruction
Self-evaluation
Where would you place your assessment practice on the
following continuum?
My main focus is on:
Quality of learning
Quantity of work/
Presentation
Advice for improvement
Marking/Grading
Identifying individual
progress
Comparing students
Assessment
for
Learning
vs
Assessment
of
Learning
Formative Assessment vs Summative Assessment
Teachers, students and parents are the
primary users
Teachers, principals, supervisors, program
planners, and policy makers are the primary
users
During learning
After learning
Used to provide information on what and how
to improve achievement
Used to certify student competence
Used by teachers to identify and respond to
student needs
Used to rank and sort students
Purpose: improve learning
Purpose: document achievement of standards
Primary motivator: belief that success is
achievable
Primary motivator: threat of punishment,
promise of reward
Continuous
Periodic
Examples: peer assessment, using rubrics
with students, descriptive feedback
Examples: final exams, placement tests,
state assessments, unit tests
The Garden Analogy
If we think of our children as plants …
Summative assessment of the plants is the process
of simply measuring them. It might be interesting
to compare and analyze measurements but, in
themselves, these do not affect the growth of the
plants.
Formative assessment, on the other hand, is the
equivalent of feeding and watering the plants
appropriate to their needs - directly affecting their
growth.
Shifts in Assessment
From assessing to
learn what students
do not know
To assessing to learn
what students
understand
From using results to
calculate grades
To using results to
inform instruction
From end-of-term
assessments by
teachers
To students engaged in
ongoing assessment of
their work and others
From judgemental
feedback that may
harm student
motivation
To descriptive
feedback that
empowers and
motivates students
Formative Assessment
Must be:
 Clearly and directly linked to instructional goals
 Embedded in instruction
 A variety of methods and strategies
 Used to make changes
Is an ongoing process to:
 Evoke evidence about student learning
 Provide feedback about learning to teachers
and to students
 Close the gap between the learner’s current
state and desired goals
Identifying the Gap
 Formative assessment is the means to identify the “gap”
between a learner’s current status and the desired goal
 Different students will have different "gaps”
If the student….
 Perceives the gap as too large - goal unattainable
 Perceives the gap as too small - closing it might not be
worth the individual effort
(Sadler, 1989)
Closing the Gap
“Formative assessment gathers and uses
information about students’ knowledge
and performance to close the gap
between students’ current learning state
and the desired state by pedagogical
actions”.
(Shavelson, 2006)
Teacher plans ongoing learning
opportunities
based on
evidence of all
students’ current
learning status.
1
Teacher
structures
opportunities to
generate evidence
of learning
during the lesson
of all students.
3
NEPF
Standard 5
Assessment
is
Integrated
into
Instruction
Teacher aligns
assessment
opportunities
with learning
goals and
performance
criteria.
2
Teacher adapts
actions based on
evidence
generated in the
lesson for all
students.
4
Indicator 1
What is meant by “plan
How can teachers . . .
plan on-going
on-going learning
learning
opportunities based
opportunities based on evidence of all
on evidence of all
students’
current
students’ current
learning status”?
learning status?
How can teachers ….
• account for differences in students’ learning
status when planning learning opportunities ?
• use evidence sources to show what students
know and are able to do as evidence of student
learning status?
Indicator 2
How can teachers . . .
align assessment
opportunities with
learning goals and
performance criteria?
What is meant by
“aligning assessment
opportunities with
learning goals and
performance criteria”?
How can teachers …
• specify learning goals that students are to learn in
the lesson (e.g., concepts, skills, standards)?
• create performance criteria to indicate the
successful accomplishment of the learning goal?
• use different types of assessment strategies to
account for learner differences?
Indicator 3
How can teachers . . .
structure
opportunities to
generate evidence of
learning during the
lesson of all
students.
What is meant by
“structure opportunities
to generate evidence of
learning during the
lesson”?
How can teachers …
• plan for evidence generation? Can it arise
spontaneously?
• structure evidence generation opportunities to
include: instructional tasks, teacher-led discussions,
peer-to-peer discussions, one-to-one conferencing?
• structure multiple opportunities to generate evidence
and not rely on one source?
Indicator 4
How can teachers . . .
adapt actions based on
evidence generated in
the lesson for all
students?
What is meant by
“adapt actions based
on evidence
generated in the
lesson for all
students”?
How can teachers …
• based on evidence, adapt actions that could
include :
continuation of a planned lesson?
instructional adjustments?
feedback to students?
adjustment of subsequent lesson planning?
Summary
NEPF – Standard 5
Assessment
is Integrated into
Instruction
Video
http://www.youtube.com/watch?v=cvXS2x3UhQU
In this video, the topic of formative assessment is
covered by a Ph.D. candidate in educational psychology.
The “flavors” of formative evaluation used are the ones
outlined by Paul Black and Dylan Wiliam in the article
"Inside the Black Box."
Next Steps . . .Part 2
• What are some current learning activities that
can be altered to effectively implement this
standard?
• What might this look like in your classroom?
• Where will evidence of Standard 5 be found in
our individual practice?
• How might effective implementation of Standard
5 affect student outcomes?
For additional NEPF
resources
rpdp.net
Select NEPF
Secondary Math