Relates to processes associated with a variety of assessment tools and

strategies used by teachers in monitoring, evaluating, documenting and reporting

learners’ needs, progress and achievement. This Domain concerns the use of
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. It concerns teachers providing learners with the
necessary feedback about learning outcomes. This feedback informs the
reporting cycle and enables teachers to select, organize and use sound
assessment processes.
 STRAND 5.1
DESIGN, SELECTION, ORGANIZATION AND UTILIZATION OF
ASSESSMENT STRATEGIES

Beginning Teachers Proficient Highly Proficient Distinguished

Teachers Teachers Teachers
5.1.1 5.1.2 5.1.3 5.1.4
Demonstrate knowledge Design, select, organize Work collaboratively with Lead initiatives in the
of the design, selection, and use diagnostic, colleagues to review the evaluation of assessment
organization and use of formative and summative design, selection, policies and guidelines that
diagnostic, formative and assessment organization and use of a relate to the design, selection,
strategies consistent with range of effective organization and use of
summative assessment
curriculum requirements. diagnostic, formative and effective diagnostic, formative
strategies consistent with
summative assessment and summative assessment
curriculum requirements. strategies consistent with strategies consistent with
curriculum requirements. curriculum requirements.
 STRAND 5.2
MONITORING AND EVALUATION OF LEARNER PROGRESS
AND ACHIEVEMENT

Beginning Proficient Highly Proficient Distinguished

Teachers Teachers Teachers Teachers
5.2.1 5.2.2 5.2.3 5.2.4
Demonstrate knowledge Monitor and evaluate Interpret collaboratively Provide advice on, and
of monitoring and learner progress and monitoring and evaluation mentor colleagues in the
evaluation of learner achievement using strategies of attainment data effective analysis and use of
progress and learner attainment to support learner progress learner attainment data
achievement using data. and achievement
learner attainment data..
 STRAND 5.3
FEEDBACK TO IMPROVE LEARNING
Beginning Teachers
5.3.1
Demonstrate knowledge of
providing timely, accurate and
constructive feedback to
improve learner performance.
Proficient
Teachers
5.3.2
Use strategies for
providing timely, accurate and
constructive feedback to
improve learner performance.
Highly Proficient Distinguished
Teachers Teachers
5.3.3 5.3.4
Use effective strategies Exhibit exemplary skills
for providing timely, and lead initiatives to
accurate and constructive support colleagues in
feedback to encourage applying strategies that
learners to reflect on and effectively provide timely,
improve their own accurate and constructive
learning. feedback to learners to
improve learning
achievement.
 STRAND 5.4
COMMUNICATION OF LEARNER NEEDS, PROGRESS AND
ACHIEVEMENT TO KEY STAKEHOLDERS

Beginning Teachers Proficient Highly Proficient Distinguished

Teachers Teachers Teachers
5.4.1 5.4.2 5.4.3 5.4.4
Demonstrate familiarity Communicate promptly Apply skills in the Share with colleagues a
with a range of strategies and clearly the learners’ effective communication wide range of strategies that
for communicating needs, progress and of learner needs, ensure effective
learner needs, progress achievement to key progress and communication of learner
and achievement. stakeholders, including achievement to key needs, progress and
parents/guardians. stakeholders, including achievement to key
parents/guardians. stakeholders, including
parents/guardians.
 STRAND 5.5
USE OF ASSESSMENT DATA TO ENHANCE TEACHING AND LEARNING
PRACTICES AND PROGRAMS

Beginning Teachers Proficient Highly Proficient Distinguished

5.5.1
Demonstrate an
understanding of the role of
assessment data as feedback
in teaching and learning
practices and programs.
Teachers Teachers
5.5.2 5.5.3
Utilize assessment data Work collaboratively with
to inform the modification colleagues to analyze and
of teaching and learning utilize assessment data to
practices and programs. modify practices and
programs to further support
learner progress and
achievement
Teachers
5.5.4
Lead colleagues to
explore, design and
implement effective
practices and programs
using information derived
from assessment data.