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New Jersey Professional Standards for Teachers

Standard Five - Assessment

Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students.

KNOWLEDGE Teachers know and understand:	DISPOSITIONS Teachers value and are committed to:	PERFORMANCES Teachers apply:

5.1 The characteristics, uses, advantages, and limitations of different types of assessments (for example, criterion-referenced and norm-referenced instruments, traditional standardized and performance- based tests, observation systems and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development; and 5.2 Measurement theory and assessment-related issues, such as validity, reliability, bias and scoring concerns.	5.3 The belief that students’ strengths are the basis for growth and their errors are opportunities for learning.	5.4 Analyze student performance using multiple sources of data, and to modify future plans and instructional techniques that promote desired student learning outcomes; 5.5 Provide students with constructive feedback on their learning and encourage their use of data and self-assessment strategies to monitor their progress toward personal goals; 5.6 Accurately document and report assessment data and ongoing student data to parents and professional staff; and 5.7 Enhance their knowledge of learners and evaluate students’ progress and performance using a variety of formal and informal assessment techniques to modify teaching and learning strategies.

KNOWLEDGE
Teachers know and understand:

DISPOSITIONS
Teachers value and
are committed to:

PERFORMANCES
Teachers apply:

5.1 The characteristics, uses, advantages, and limitations of different types of assessments (for example, criterion-referenced and norm-referenced instruments, traditional standardized and performance- based tests, observation systems and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development; and

5.2 Measurement theory and assessment-related issues, such as validity, reliability, bias and scoring concerns.

5.3 The belief that students’ strengths are the basis for growth and their errors are opportunities for learning.

5.4 Analyze student performance using multiple sources of data, and to modify future plans and instructional techniques that promote desired student learning outcomes;

5.5 Provide students with constructive feedback on their learning and encourage their use of data and self-assessment strategies to monitor their progress toward personal goals;

5.6 Accurately document and report assessment data and ongoing student data to parents and professional staff; and

5.7 Enhance their knowledge of learners and evaluate students’ progress and performance using a variety of formal and informal assessment techniques to modify teaching and learning strategies.