1c: Setting Instructional Outcomes
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Value, Sequence, and Alignment
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HE - All outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a sequence of learning both in the discipline and in related disciplines.
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Clarity
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HE - All the outcomes are clear, written in the form of student learning, and permit viable methods of assessment.
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Balance
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HE - Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.
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Suitability for Diverse Learners
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HE - Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups.
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1e: Designing Coherent Instruction
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Learning Activities
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HE - Learning activities are highly suitable to diverse learners and support the instructional outcomes. They are all designed to engage students in high-level cognitive activity and are differentiated, as appropriate, for individual learners.
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Instructional Materials and Resources
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HE - All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. There is evidence of appropriate use of technology and of student participation in selecting or adapting materials.
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Instructional Groups
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HE - Instructional groups are varied as appropriate to the students and the different instructional outcomes. There is evidence of student choice in selecting the different patterns of instructional groups.
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Lesson and Unit Structure
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HE - The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs. The progression of activities is highly coherent.
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Component 1f: Designing Student Assessments
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Congruence with instructional outcomes
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HE - Proposed approach to assessment is fully aligned with the instructional outcomes in both content and process. Assessment methodologies have been adapted for individual students, as needed.
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Criteria and standards
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HE - Assessment criteria and standards are clear; there is evidence that the students contributed to their development.
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Design of formative assessments
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HE - Approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information.
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Use for Planning
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HE - Teacher plans to use assessment results to plan future instruction for individual students.
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