NEWPORT SCHOOL DISTRICT/DANIELSON FRAMEWORK
FOCUS TEACHER EVALUATION CRITERION 6 RUBRIC
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Criterion 6: Using multiple student data elements to modify instruction and improve student
learning.
1f: Designing Student Assessments
Criterion 6: Using multiple student data elements to modify instruction and improve student learning.
Unsatisfactory
Assessment procedures are not
congruent with instructional
outcomes, and lack criteria, by
which, student performance will
be assessed. The teacher has no
plan to incorporate formative
assessment in the lesson or unit.
Assessments do not match
instructional outcomes.
Assessments have no criteria.
No formative assessments have
been designed.
Assessment results do not affect
future plans.
Basic
Assessment procedures are
partially congruent with
instructional outcomes.
Assessment criteria and standards
have been developed, but they
are not clear. The teacher’s
approach to using formative
assessment is rudimentary,
including only some of the
instructional outcomes.
Proficient
All the instructional outcomes may
be assessed by the proposed
assessment plan; assessment
methodologies may have been
adapted for groups of students.
Assessment criteria and standards
are clear. The teacher has a welldeveloped strategy for using
formative assessment and has
designed particular approaches to
be used.
Critical Attributes
Only some of the instructional
All the learning outcomes have a
outcomes are addressed in the
method for assessment.
planned assessments.
Assessment types match learning
Assessment criteria are vague.
expectations.
Plans refer to the use of formative Plans indicate modified
assessments, but they are not fully assessments for some students as
developed.
needed.
Assessment results are used to
design lesson plans for the whole
class, not individual students.
Distinguished
All the instructional outcomes may
be assessed by the proposed
assessment plan, with clear
criteria for assessing student
work. The plan contains evidence
of student contribution to its
development. Assessment
methodologies have been adapted
for individual students, as the
need has arisen. The approach to
using formative assessment is well
designed and includes student as
well as teacher use of the
assessment information.
In addition to the characteristics
of “proficient”:
Assessments provide
opportunities for student choice.
Students participate in designing
assessments for their own work.
Assessment criteria are clearly
written.
Teacher-designed assessments are
authentic with real-world
application, as appropriate.
Plans include formative
assessments to use during
instruction.
Students develop rubrics
according to teacher specified
learning objectives.
Lesson plans indicate possible
adjustments based on formative
assessment data.
Students are actively involved in
collecting information from
formative assessments and
provide input.
1f Evidence(date)
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1f Evidence(date)
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1f Evidence(date)
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NEWPORT SCHOOL DISTRICT/DANIELSON FRAMEWORK
FOCUS TEACHER EVALUATION CRITERION 6 RUBRIC
Criterion 6: Using multiple student data elements to modify instruction and improve student
learning.
3d: Using Assessment in Instruction
Criterion 6: Using multiple student data elements to modify instruction and improve student learning.
Unsatisfactory
Students do not appear to be
aware of the assessment criteria,
and there is little or no monitoring
of student learning; feedback is
absent or of poor quality. Students
do not engage in self- or peer
assessment.
The teacher gives no indication of
what high quality work looks like.
The teacher makes no effort to
determine whether students
understand the lesson.
Basic
Students appear to be only
partially aware of the assessment
criteria, and the teacher monitors
student learning for the class as a
whole. Questions and assessments
are rarely used to diagnose
evidence of learning. Feedback to
students is general, and few
students assess their own work.
Proficient
Students appear to be aware of
the assessment criteria, and the
teacher monitors student
learning for groups of students.
Questions and assessments are
regularly used to diagnose
evidence of learning. Teacher
feedback to groups of students is
accurate and specific; some
students engage in selfassessment.
Critical Attributes
There is little evidence that the
Students indicate that they clearly
students understand how their
understand the characteristics of
work will be evaluated.
high quality work.
Feedback is only global.
Teacher monitors understanding
through a single method, or
without eliciting evidence of
understanding from all students.
The teacher does not ask students
to evaluate their own or
classmates’ work.
Teacher requests global
indications of student
understanding.
Feedback to students is not
uniformly specific and not
oriented towards future
improvement of work.
The teacher makes only minor
attempts to engage students in
self-assessment or peer
assessment.
The teacher elicits evidence of
student under- standing during
the lesson. Students are invited to
assess their own work and make
improvements.
Feedback includes specific and
timely guidance, at least for
groups of students.
The teacher attempts to engage
students in self-assessment or
peer assessment.
Distinguished
Assessment is fully integrated
into instruction, through
extensive use of formative
assessment. Students appear to
be aware of, and there is some
evidence that they have
contributed to, the assessment
criteria. Questions and
assessments are used regularly
to diagnose evidence of learning
by individual students. A variety
of forms of feedback, from both
teacher and peers, is accurate
and specific and advances
learning. Students self-assess
and monitor their own progress.
The teacher successfully
differentiates instruction to
address individual students’
misunderstandings.
In addition to the
characteristics of “proficient”:
There is evidence that students
have helped establish the
evaluation criteria.
Teacher monitoring of student
understanding is sophisticated and
continuous: the teacher is
constantly “taking the pulse” of
the class.
Teacher makes frequent use of
strategies to elicit information
about individual student
understanding.
Feedback to students is specific
and timely, and is provided from
many sources including other
students.
Students monitor their own
understanding, either on their
own initiative or as a result of
tasks set by the teacher.
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NEWPORT SCHOOL DISTRICT/DANIELSON FRAMEWORK
FOCUS TEACHER EVALUATION CRITERION 6 RUBRIC
3d Evidence(date)
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3d Evidence(date)
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3d Evidence(date)
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NEWPORT SCHOOL DISTRICT/DANIELSON FRAMEWORK
FOCUS TEACHER EVALUATION CRITERION 6 RUBRIC
Criterion 6: Using multiple student data elements to modify instruction and improve student
learning.
4b: Maintaining Accurate Records
Criterion 6: Using multiple student data elements to modify instruction and improve student learning.
Unsatisfactory
Basic
The teacher’s system for
The teacher’s system for
maintaining information on
maintaining information on student
student completion of assignments completion of assignments and
and student progress in learning is student progress in learning is
nonexistent or in disarray. The
rudimentary and only partially
teacher’s records for noneffective. The teacher’s records for
instructional activities are in
non-instructional activities are
disarray, the result being errors
adequate but inefficient and, unless
and confusion.
given frequent oversight by the
teacher, prone to errors.
There is no system for either
instructional or non-instructional
records.
Proficient
The teacher’s system for
maintaining information on
student completion of
assignments, student progress in
learning, and non-instructional
records is fully effective.
Critical Attributes
The teacher has a process for
The teacher’s process for recording
recording completion of student
student work completion is efficient
work. However, it is out of date or and effective; students have access
does not permit students to gain
to information about completed
access to the information.
and/or missing assignments.
The record-keeping systems are in
disarray so as to provide incorrect or
confusing information.
The teacher’s process for tracking The teacher has an efficient and
student progress is cumbersome to effective process for recording
use.
student attainment of learning
goals; students are able to see how
The teacher has a process for
they’re progressing.
tracking some, but not all, noninstructional information, and it
The teacher’s process for recording
may contain some errors.
non- instructional information is
both efficient and effective.
4b Evidence(date)
Distinguished
The teacher’s system for
maintaining information on
student completion of
assignments, student progress in
learning, and non-instructional
records is fully effective. Students
contribute information and
participate in maintaining the
records.
In addition to the characteristics of
“proficient”:
Students contribute to and maintain
records indicating completed and
overdue work assignments.
Students both contribute to and
maintain data files indicating their
own progress in learning.
Students contribute to
Maintaining non-instructional
records for the class.
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4b Evidence(date)
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4b Evidence(date)
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NEWPORT SCHOOL DISTRICT/DANIELSON FRAMEWORK
FOCUS TEACHER EVALUATION CRITERION 6 RUBRIC
Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve
student learning. (Student Growth Cycle)
Student Growth Criterion 6: Using multiple student data elements to modify instruction and improve student learning, (Student
Growth Cycle)
6.1 Establish Student Growth Goal(s)
Unsatisfactory
Does not establish student growth
goal(s) or establishes
inappropriate goal(s) for whole
classroom. Goal(s) do not identify
multiple, high-quality sources of
data to monitor, adjust, and
evaluate achievement of goal(s).
Basic
Proficient
Establishes appropriate student
growth goal(s) for whole
classroom. Goal(s) do not identify
multiple, high-quality sources of
data to monitor, adjust, and
evaluate achievement of goal(s).
Establishes appropriate student
growth goal(s) for whole
classroom. Goal(s) identify
multiple, high-quality sources of
data to monitor, adjust, and
evaluate achievement of goal(s).
Distinguished
Establishes appropriate student
growth goal(s) for students in
collaboration with students and
parents. These whole classroom
goals align to school goal(s).
Goal(s) identify multiple, highquality sources of data to monitor,
adjust, and evaluate achievement
of goal(s).
Critical Attributes
Does not establish student
learning goals.
Does not specify assessment(s) to
monitor progress towards goal(s).
Goals may be missing one or more Goals are specific, measurable and
of the following qualities: specific, time bound.
measurable and time bound.
Based on multiple sources of
Goals are not based on prior
available data that reveal prior
available student learning.
student learning.
Goals partially aligned to content
standards.
Goals aligned to content
standards.
Grain size of goal may be missing
one or more of the following:
appropriate for the context,
instructional interval and content
standard(s).
Grain size of goal is appropriate
for the context, instructional
interval and content standard(s).
Goal is not connected to a
significant impact on student
learning of content. Identified
formative and summative
assessments unable to monitor
progress toward specified goals.
Proficient Attributes and:
Effort to Communicates (twoway)/Collaborates with other
staff, families and/or students to
establish goals specific to whole
class learning needs.
Students articulate their
understanding of their goals and
progress toward goals.
Goal demonstrates a significant
impact on student learning of
content (transferable skills) within
the content area.
Identifies formative and
summative measures aligned to
learning targets to monitor
progress towards goals.
6.1 Evidence(date)
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6.1 Evidence(date)
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NEWPORT SCHOOL DISTRICT/DANIELSON FRAMEWORK
FOCUS TEACHER EVALUATION CRITERION 6 RUBRIC
6.2 Achievement of Student Growth Goal(s)
Unsatisfactory
Growth or achievement data from
at least two points in time shows
no evidence of growth for most
students.
Basic
Multiple sources of growth or
achievement data from at least
two points in time show some
evidence of growth for some
students.
Proficient
Multiple sources of growth or
achievement data from at least
two points in time show clear
evidence of growth for most
students.
Distinguished
Multiple sources of growth or
achievement data from at least
two points in time show evidence
of high growth for all or nearly all
students.
6.2 Evidence(date)
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6.2 Evidence(date)
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6.2 Evidence(date)
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