The teacher understands and uses multiple methods of assessment. These will include both formal and informal assessments, and will cover the spectrum from prior knowledge assessments through the formative and summative stages. The teacher will use assessments to engage pupils in their own growth, to monitor academic progress, and encourage student motivation and self-efficacy.
This standard is an important practice for educators because it allows them to examine students prior knowledge and make informed decisions regard instructional strategies. It also allows educators to convert assessments to data that can be used in comparative analysis to evaluate instructional effectiveness. There are many ways an educator can demonstrate this standard, three very important ones are; pre-assessments, formative assessments and summative assessments.
I demonstrate this standard by utilizing a pre-assessment tool. These can be either formal or informal, but it is critical that they accurately provide insight into what a student already knows, they must be quantifiable. It is also equally important that any assessment tool can be converted to data for comparative analytics.
Another way I demonstrate this standard is by formal and informal formative assessments. These take form in classwork, small group work and exit slips. All these things can be assessed at the end of the day and then common mistakes or conceptual misunderstandings addressed the next day in a warm-up activity.
A third way I demonstrate this standard is by summative assessment at the end of a unit. These should mirror pre-assessments and formative assessments to see if the student has expanded their prior knowledge. This is also an excellent tool for a reflective educator to assess their methodology and instructional strategies to ascertain their effectiveness.
For further information see the link to my paper on Assessment.