M.Ed Teacher Education's Topic-Importance of assessment during practise teaching

Evaluation Procedures
Supervising teachers are to submit evaluation reports on-line as described in this section by the submission dates specified on the Student Teaching
Calendar sent to supervising teachers. It is the responsibility of the supervising teacher and university supervisor to ensure that the student teacher
receives timely and continuous feedback on his or her performance. The student recommended for certification must possess the skills and maturity to
be a successful teacher.
Student Teacher Evaluation forms provide the supervisor with opportunities to identify the strengths and weaknesses of a student teacher. These reports
profile the student’s competency in subject matter, instruction, assessment, and professionalism. Letter grades are not used for evaluating a student
teacher's performance as they inhibit the development of the relationship between the supervising teacher and a student teacher.
At the end of the Mid-Term and Final Evaluation Forms, you will give the student teacher one of the following ratings:
P - Proficient; consistent, appropriate application, a solid performance
I - Improving; moving towards becoming proficient
B - Basic; minimal achievement, appropriate to situations
These ratings correlate to the final grades the student is to receive, unless otherwise specified by the supervising teacher.
Proficient = S (satisfactory with certification)
Improving = P (pass grade for credit but no certification)
Basic = U (unsatisfactory, no credit or certification)
For example, a supervising teacher may indicate the student teacher is improving, but feel that they should be certified. In that case, they could indicate
this in the final comment section of the evaluation report.
1
Michigan Department of Education, Office of Professional Preparation Services, November 25, 2002
as Approved by SBE October 24, 2002

The student teaching evaluation forms are based upon the duties of a teacher: knowledge base, instructional competence, assessment competence, and
professionalism. Supervising teachers must determine whether these competencies are demonstrated by the student teacher to an adequate degree and
then support their assessments. The duties listed on the evaluation of student teacher forms are described below and should be referred to in assessing
the student teacher’s level of proficiency.
Supervising teachers are to check the appropriate level on the final evaluation.
The Michigan Department of Education requires all teacher preparation institutions to use the state approved criteria for assessment of entry-level
pedagogical skills for each student teacher.
The evaluation criteria below also include in parentheses the numbers and letters of the standards and proficiencies from the Criteria for an Assessment
of Pedagogy given at the end of this guide.
A. Knowledge Base
All preservice teachers must demonstrate a satisfactory level of competence in their subject matter and general knowledge through required courses and
standardized tests before they are allowed to student teach. University students who do not meet minimal standards set by the University on general and
specific content area tests and in performance in college courses are not admitted into teacher education or are not allowed to continue. The supervising
teacher should evaluate whether the student can apply this knowledge effectively in a teaching situation and can meet the following criteria.
· Content areas. Understands the subject matter and current research (5a*). Demonstrates accurate, appropriate, and comprehensive knowledge
about the subjects taught to the degree needed to effectively teach the curriculum (3f). Engages students in practical activities that demonstrate the
relevance, purpose and function of the subject matter (3f). Integrates and transfers knowledge across subject areas (3c).
· General knowledge. Has an understanding and appreciation of the humanities, social sciences, arts, mathematical and natural sciences and
technology (1a,1b,1h). Communicates the value of liberal arts knowledge to their students, including an appreciation of the interrelationships among
subjects (1c). Demonstrates a global and multicultural perspective (1e,1f,1l). Accesses and uses updated information and procedures (3g).
2

*See the Appendix to find these Standards and Proficiencies from the Criteria for Assessment of Pedagogy.
B. Instructional Competence
Preservice teachers must not only have adequate knowledge, they must also be able to teach. The university evaluates these skills through testing,
coursework and field experiences. Students unable to demonstrate adequate communication skills, as measured through standardized tests and
required coursework, are not permitted to progress through the teacher education program. Through pre-student teaching field experiences, students'
management skills are only superficially explored. Student teaching is the primary source of data for these skills. Lesson/unit planning and presentation,
including the use of materials and technology, are taught and initially evaluated in the methods classes at the university.
1. Communication skills.
Communicates what is to be learned so that students understand and value the learning. Demonstrates effective speaking, listening, reading, and writing
skills (1a). Uses appropriate and grammatically correct language. Has congruent verbal and nonverbal communication.
2. Management of students' behavior.
Controls classroom behavior in an effective and fair manner (2d). Organizes and manages classroom to maximize learning. Establishes and carries out
effective classroom rules, procedures and routines. Provides a positive learning environment. Encourages individual responsibility (1k). Respects
individual rights (1k).
3. Management of learning progress.
Manages learning progress so that the curriculum is covered appropriately and efficiently (5c). Makes smooth transitions and is able to handle varying
ability levels and activities. Manages assignments and time efficiently. Ensures quality time on learning tasks and accomplishes what has to be done.
Demonstrates knowledge about instructional management resources (7d). Uses high expectations for optimal achievement (3c).
4. Management of contingencies/emergencies.
3

Applies district and building policies (4f). Reasonably and responsibly copes with the frequent contingencies and occasional emergencies of classroom
teaching. Demonstrates critical and creative thinking abilities through effective decision making under pressure. Ensures a safe and orderly environment
conducive to learning (2d).
5. Lesson/unit planning.
Develops effective lessons and units within the contexts of the curriculum and assessment. Uses curricular frameworks as a means to developing
student's inquiry and thinking skills (3g). Applies knowledge of human growth, development and learning theory (2a). Plans instruction to accommodate
diversity (2e,2f,4a). Uses a variety of methodologies, technologies, and techniques (4b, 7d, 7e).
4

6. Lesson/unit presentation.
Presents lessons and units so that the instructional objectives are efficiently realized. Creates meaningful learning experiences that help all students
understand the subject matter based on each student's abilities, attitudes, effort, culture, and achievement (2h). Expands cognitive, affective, physical
and social capabilities of students (2b). Uses a variety of teaching methodologies, technologies, and techniques (4b, 7d,7e).
7. Use of materials and resources.
Is familiar with and able to use a variety of literacies, materials and resources (2i,7c). Selects, creates and incorporates appropriate instructional
techniques, technology, and materials needed for instruction (7a, 7e). Demonstrates current knowledge about instruction, resources and technology
(7b,7c). Helps students access and use information technology and other resources to become independent learners and problem solvers (3b).
C. Assessment Competence
Preservice teachers are taught about assessment but have little practical knowledge before student teaching. Assessing, grading and reporting are
essential elements in teaching introduced in education classes and concurrent field experiences. Accurate self-evaluation of teaching and curricula are
encouraged throughout the program.
1. Selection, creation and use of student assessments.
Understands evaluation and assessment, including test construction and administration (4e). Knows and uses multiple approaches to assess student
abilities and the merit of a student's work (2g). Values and develops a variety of reliable and valid assessment measures.
2. Grading and reporting student achievement.
5

Understands and appreciates the grading/ranking/scoring process and how to report achievement. Grades and reports fairly, honestly, clearly,
consistently, efficiently, and helpfully. Uses technology to organize, manage, evaluate, and communicate information about student performance. (7d)
3. Evaluation of teaching, materials, and curriculum.
Assesses instructional, assessment, and professional competence of themselves and others (4b). Self evaluates and reflects on the course, materials,
and curriculum and makes improvements (5h). Uses assessments to inform instruction.
D. Professionalism
The preservice education program tries to select students who have the attributes needed in a professional educator and to develop these attributes
through the experiences required of these students and the expectations held for them.
1. Professional ethics.
Understands the value of education and the role of intellectual and ethical values (1d,7f). Models moral standards that are expected in the profession,
such as confidentiality, fairness, honesty, trustworthiness, and integrity. Models a commitment to intellectual, moral and professional virtues.
2. Professional attitude.
Collaborates with all stakeholders in education (6d,6e). Values learning, students, teaching, and schooling (5h). Demonstrates openness, courtesy,
conscientiousness, reliability, caring, and compassion. Identifies with professional educators. Dresses and behaves professionally. Discerns the extent
to which personal belief systems and values may affect the instructional process (2c).
3. Professional development/service.
6

Is involved in professional development and service activities (7g). Performs non-teaching duties required of a teacher such as administrative tasks
(attendance, out-of-class supervision) and school or community services (committee work, participation in events). Accepts teaching as a lifelong
learning process and continues efforts to develop and improve (5e). Uses community and home resources to enhance school programs (6a,6b).
4. Knowledge and execution of duties.
Understands and effectively deals with issues of professional policy and practice at local, state, national, and international levels (5d,6c). Understands
responsibilities associated with being a competent professional, including following laws, regulations, policies, requirements and procedures (4f).
Involves and works effectively with all support personnel (4c). Exercises good judgment in planning and managing time and other resources (5b).
5. Knowledge of the school and its context.
Understands the evolution of education and the teacher’s role in a changing society(5g). Understands the special characteristics and circumstances
related to the students, staff, school, and community(4a,5f). Develops practices to promote collaborative, supportive interaction in the classroom, school
and community (4d,6d,6e). Demonstrates an understanding of the economic, social, political, legal and organizational foundations and functions of
schools (5d).
6. Human relations.
Establishes positive and effective relationships with students, parents, colleagues, administrators, and community members (1f,5f). Demonstrates
appreciation of cultural diversity, individual differences and exceptionalities of students (2e,2f). Discourages prejudice and unfair discrimination in their
classrooms. Understands and respects varying points of view and the influence of one’s own on others (1g).
Criteria for an Assessment of Pedagogy*
Based on the State Board of Education Entry-Level Standards for Michigan Teachers,
as approved by the State Board of Education initially in August 1993, revised in July 1998,
and with revisions proposed in October 2002
7

* Definition: According to Webster’s New World Dictionary, Third College Edition, Simon & Schuster, Inc., 1994, pedagogy is defined as:
1) the profession or function of a teacher; teaching, and 2) the art or science of teaching; esp., instruction in teaching methods.
Description of Achievement Levels:
0 (pre-preparation) No awareness or exposure 3 (proficient) Consistent, appropriate application, solid performance
1 (awareness) The ability to describe, not yet applied 4 (advanced) Super performance, consistently applied at all
appropriate times
2 (basic) Minimal achievement, appropriate to situations
** Denotes sub-areas (in the Level of Proficiency column) that are not recommended as appropriate to the assessment of pedagogy.
8

No.
Standard and Proficiencies
Level of
Proficiency Indicators of Achievement
Upon completion of an approved teacher
preparation program in Michigan, a person
recommended for the Michigan Provisional
Certificate should have:
1. An understanding and appreciation of
the liberal arts (the humanities, the
social sciences, the mathematical and
natural sciences, and the arts):
1.a. The abilities and skills necessary for
effective communication (listening,
speaking, viewing, reading, and writing;) 3
Communicates in a clear and effective manner.
Models effective communication for students.
Uses correct language and grammar.
Demonstrates effective listening skills.
Demonstrates effective speaking skills.
Demonstrates effective viewing skills.
Demonstrates effective reading skills.
Demonstrates effective writing skills.
Communicates thoughtfully.
1.b. A knowledge and appreciation of free
inquiry in the humanities, the social
sciences, the mathematical and natural
sciences, and the visual and performing
arts;
2
Demonstrates knowledge and interests in a variety of areas.
Demonstrates a respect for free inquiry.
9

No.
Level of
1.c. A knowledge of the interdependence of
the liberal arts and the ability to integrate
knowledge from the liberal arts to
analyze, synthesize, and reflect upon
ideas, information, and data;
2
Demonstrates the inter-relatedness of knowledge beyond defined content areas.
Uses liberal arts knowledge in planning instruction.
Uses critical thinking skills.
1.d. The ability to discuss and debate the value
of education in a free and pluralistic
society, particularly the role of
intellectual and ethical values;
**
1.e. An understanding of global and
international perspectives; 2
Encourages students to view content from the perspective of the impact of activities in their
community (classroom, school, city, state, country) on other communities beyond the United
States.
Discusses the impact of educational experiences beyond the United States.
Demonstrates involvement in organizations or activities which address global and
international concerns.
Responds appropriately to inquiries that demonstrate understanding of global impact.
Demonstrates knowledge of international current events.
10

No.
Level of
1.f. An understanding of and respect for
individual differences, including those of
culture, race, gender, religion, and
ethnicity, as well as humankind's shared
heritage and environment;
3
Maintains a professional and respectful approach to individual differences in:
• culture
• race
• gender
• religion
• ethnicity
• heritage
• environment
Maintains a professional and respectful approach to humankind’s shared heritage and
environment.
1.g. An ability to understand and respect
varying points of view and the influence
of one's own and others' ethics and
values;
3
Demonstrates respect for the ethics, values, and points of view of:
• students
• parents
• administrators
• other individuals and groups
Demonstrates an understanding of the right of others to hold and express varying values and
points of view.
Maintains a respectful, ethical, and professional demeanor.
1.h. An understanding of the Constitutions and
histories of the United States and
Michigan;
**
1.i. An understanding of the market system
for allocating resources; **
11

No.
Level of
1.j. An understanding of and respect for the
role of the individual in a free society,
including the importance of individual
responsibility and respect for individual
rights and values;
3
Models an attitude of individual responsibility in a free society.
Encourages individuals to exercise rights and assume responsibilities reflective of a free
society.
Designs instruction that encourages individual responsibility.
1.k. An understanding of the similarities
within our culture and their importance to
the fabric of American society.
3
Maintains a professional and respectful approach to similarities in:
• culture
• race
• gender
• religion
• ethnicity
• heritage
• environment
Instruction emphasizes the importance of shared heritage to the fabric of American society.
2. A commitment to student learning and
achievement, including the
understanding and ability to:
12

No.
Level of
2.a. Apply knowledge of human growth,
development, and learning theory; 2
Plans developmentally appropriate instruction.
Provides instruction which is developmentally appropriate.
Uses communication that is developmentally appropriate for the students.
Uses learning theory to maximize instruction.
Applies knowledge of learning theory when developing instruction.
Defends choice of instructional activities and assessment based on learning theories and
research on teaching.
2.b. Expand cognitive, affective, physical, and
social capacities of students for the
development of the "whole person;”
2
Uses a variety of activities that encourages development of the whole person.
Models metacognitive processes of learning for student.
2.c. Discern the extent to which personal
belief systems and values may affect the
instructional process, e.g., love of
learning; the belief that all students can
learn; the belief that all students should be
treated equitably; the role of expectations
in affecting achievement;
2
Discusses the role of expectations in student achievement.
Demonstrates instructional behavior that supports the connection between teacher
expectations and student performance.
Discusses the impact of one’s personal belief system and values upon instruction.
Provides a rationale for instructional or management behavior consistent with the teacher’s
personal belief system.
2.d. Demonstrate appropriate classroom
management and disciplinary techniques
to ensure a safe and orderly environment
which is conducive to learning;
2
Maintains an appropriate and safe learning environment.
Handles unexpected events in a professional manner.
Describes a continuum of discipline techniques.
Demonstrates knowledge/use of appropriate discipline.
Describes for the students behavioral expectations appropriate to the situation.
Demonstrates skill to encourage appropriate student behavior.
Models appropriate behavior.
Anticipates and takes action to avoid potential hazards in all environments.
13

No.
Level of
2.e. Plan instruction to accommodate
diversity, e.g., cultural, racial, and social
diversity;
3
Identifies components of diversity evident in the community.
Develops plans and instruction to accommodate:
• culture
• race
• social diversity
• home environment
• other differences
Demonstrates an understanding of the value of diversity.
2.f. Plan instruction to accommodate various
backgrounds of students; 2
Continually assesses students' prior knowledge and experience as a component of
instruction.
Develops plans and instruction that accommodate varying backgrounds.
2.g. Use multiple approaches to appropriately
assess student abilities and needs to plan
instruction;
2
Uses variety of assessment techniques in planning for instruction.
2.h. Create inclusionary environments for
students with exceptional needs and
abilities;
2
Recognizes and assesses exceptional needs and abilities.
Develops instructional plans that create an inclusionary environment.
Implements instructional plans that create an inclusionary environment.
2.i. Use various kinds of literacy to promote
access to knowledge, e.g., numeracy,
graphics, printed text, computers, artistic
expression, and electronic media.
2
Uses numeracy, graphics, printed text, computers, artistic expression, electronic media,
manipulatives, etc. appropriately in instruction.
3. Knowledge of subject matter and
pedagogy, including the understanding
and ability to:
14

No.
Level of
3.a. Create learning environments that
promote critical and higher order thinking
skills, foster the acquisition of deep
knowledge, and allow for substantive
conversation with the teacher and/or peers
about subject matter;
2
Uses a variety of techniques and manipulatives to promote higher order thinking.
3.b. Help students access and use information,
technology, and other resources to
become independent learners and problem
solvers;
3
Creates opportunities for students to access and use a variety of sources of information
including computers and other technology.
Create opportunities for students to use information to construct knowledge.
3.c. Use high expectations for optimal
achievement to foster excellence in all
students;
3
Challenges students to reach higher levels of achievement.
3.d. Practice teaching as both an art and a
science; 2
Engages students through appropriate and creative activities.
Employs instructional techniques that are supported by current research.
3.e. Integrate and transfer knowledge across
subject areas and encourage the same
among students;
2
Plans and instructs in ways that integrate knowledge from various disciplines.
3.f. Engage students in practical activities that
demonstrate the relevance, purpose, and
function of subject matter to make
connections to the world beyond the
classroom;
3
Plans and instructs in ways that make evident to students the relevance of content.
Provides engaging activities that connect content to relevant experiences outside the
classroom.
15

No.
Level of
3.g. Access and use updated information and
procedures. 3
Seeks and uses updated information and procedures.
Evaluates educational materials for appropriateness.
Selects appropriate educational materials.
Demonstrates knowledge of local, state, and national standards for content areas.
Participates in professional activities to access and use updated information and procedures
through:
• Membership in professional organizations
• Reading professional journals
Attendance at professional activities (conferences, workshops, inservices, etc.)
4. The ability to manage and monitor
student learning, based on best
practice, including the understanding
and ability to:
4.a. Plan and use cognitive, affective, and
psychomotor strategies to maximize
learning and to accommodate differences
in the backgrounds, learning styles,
disabilities, aptitudes, interests, levels of
maturity, and achievement of students;
2
Uses a variety of strategies to maximize learning for each student.
4.b. Use and assess the effectiveness of a
variety of teaching methodologies and
techniques, e.g., lectures, demonstrations,
group discussions, cooperative learning,
small-group activities;
3
Plans, uses, and evaluates a variety of teaching methodologies and techniques.
16

No.
Level of
4.c. Involve and work effectively with all
support personnel to maximize
opportunities for student achievement and
success;
2
Uses appropriate resources and support personnel to enhance student achievement and
success.
4.d. Involve and work effectively with parents
and/or guardians to maximize
opportunities for student achievement and
success;
2
Communicates and interacts with parents and/or guardians to enhance student achievement
and success.
4.e. Differentiate between assessment and
evaluation procedures and use appropriate
procedures;
2
Plans evaluation and assessment activities to support instruction.
Utilizes multiple techniques appropriately for formative and summative evaluation
purposes.
Selects or creates appropriate means for assessment and evaluation.
Correctly interprets results of measurements used for assessment and evaluation.
4.f. Define and accept the legal and ethical
responsibilities of teaching, e.g., student
retention, corporal punishment, truancy,
child abuse, managing conflict, first aid,
least restrictive environment, health, and
communicable diseases.
2
Demonstrates knowledge concerning the legal and ethical responsibilities of teaching.
Seeks information concerning building policies.
Demonstrates knowledge concerning building policies.
Applies knowledge concerning building policies.
5. The ability to systematically organize
teaching practices and learn from
experiences, including the
understanding and ability to:
17

No.
Level of
5.a. Identify and use current research in both
the subject field and in other areas of
practice in the profession;
2
Demonstrates in teaching, use of research gained from:
• attendance at conferences, seminars, workshops
• use of professional literature
• membership in professional organization(s)
• use of local, state, national standards
5.b. Exercise good judgment in planning and
managing time and other resources to
attain goals and objectives;
2
Achieves goals and objectives by:
• allocating time appropriately
• modifying lessons to meet student needs
• using resources effectively
5.c. Maximize the use of instructional time by
engaging students in meaningful learning
experiences;
2
Manages lessons in the classroom to promote learning.
Achieves appropriate pace and direction for instruction.
Demonstrates ability to adapt lesson plans as needed.
Makes use of time on task.
Selects activities that actively involve students in the learning process.
5.d. Demonstrate an understanding of the
economic, social, political, legal, and
organizational foundations and functions
of schools;
1
Demonstrates an awareness of the interdependence between the school and community.
5.e. Accept teaching as a lifelong learning
process and continue efforts to develop
and improve;
2
Identifies areas for growth.
Develops short and long term goals.
Develops plans for individual professional growth.
Develops plans collaboratively for professional growth in the work setting.
18

No.
Level of
5.f. Interact successfully with other teachers,
parents, students, administrators,
counselors, and other support personnel to
benefit students and to advance one's own
professional development;
2
Establishes professional relationships on behalf of students.
Utilizes school and community members as partners.
Follows school/district protocol.
Communicates effectively with parents.
Identifies when assistance is needed.
Seeks appropriate support and resources.
Collaborates with others in the school setting.
5.g. Discuss and debate the evolution of
education and the teacher's role in a
changing society;
**
5.h. Engage in meaningful self-evaluation and
reflect on the professional practice of
colleagues.
2
Identifies strengths and weaknesses of professional practice in others.
Identifies strengths and weaknesses of professional practice in themselves.
Makes appropriate adaptations to their own instruction, based upon reflection.
6. Commitment and willingness to
participate in learning communities,
including the understanding and ability
to:
6.a. Use community and home resources to
enhance school programs; 2
Identifies community resources.
Identifies skills and resources that families bring to the learning environment.
Uses resources to enhance learning.
6.b. Design learning activities that involve
representatives of volunteer groups, civic
and social organizations, and public
service agencies;
1
Identifies community organizations as resources.
Plans instructional activities which involve a representation of a community organization.
Uses community service/organization activities as a component of instruction.
19

No.
Level of
6.c. Demonstrate knowledge of the various
communities in which the teacher is a
member, including the professional
community, and local, state, national, and
international communities;
1
Describes the role of teacher as a member of the following communities:
• professional
• local
• state
• national
• international
6.d. Involve professional educators, support
personnel, and other stakeholders in
collaborative and cooperative planning,
decision-making, and implementation to
improve educational systems at all levels;
2
Actively pursues collegial communication at all levels.
Participates in discussions of educational/school/community groups.
Participates in activities of educational/school/community groups.
Participates in planning of school activities.
Initiates involvement with faculty, department, school team or grade level groups, and other
stakeholders.
6.e. Interact with parents to maximize the
learning of students at school, home, and
in the local community.
2
Facilitates communication with families which augments student learning.
Provides opportunities for families to assist with learning in the home, school, and
community.
7. An ability to use information age learning
and technology operations and concepts
to enhance personal/professional
productivity, including the understanding
and ability to:
20

No.
Level of
7.a Demonstrate an understanding of and
continued growth in information age
learning and technology operations and
concepts;
3
Demonstrates knowledge, skills, and understanding of concepts and learning related to
information age learning processes and techniques, including individualizing instruction,
student-centered learning, interdisciplinary instruction, grouping by mastery and maturity,
engaging and authentic learning, use of rich multi-media and interactive content, virtual and
long distance learning, and instructional practices enhanced by evidence of learning from
student work.
Demonstrates continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies.
7.b. Plan and design effective technology-
enhanced learning environments and
experiences aligned with the State
Board’s policy on learning expectations
for Michigan students and the Michigan
Curriculum Framework for all students;
3
Designs developmentally appropriate learning opportunities that apply technology-enhanced
instructional strategies and provide access to curriculum to support the diverse needs of
learners.
Applies current research on teaching and learning with technology.
Applies Michigan technology standards and benchmarks when planning learning
environments and experiences.
Identifies and locates technology resources and evaluates them for accuracy, effectiveness,
and appropriateness.
Plans for the management of technology resources within the context of learning activities.
Plans strategies to manage student learning in a technology-enhanced environment,
including strategies designed to determine, assess, and meet the needs of each student.
21

No.
Level of
7.c. Implement curriculum plans that include
technology-enhanced methods and
strategies to maximize student learning;
2
Facilitates technology-enhanced experiences that improve educational outcomes and are
aligned to the State Board’s policy on learning expectations for Michigan students and to
the Michigan Curriculum Framework.
Uses technology to support learner-centered strategies that address the diverse and
individual needs of all students.
Applies technology to develop students' higher order skills (learning, critical thinking,
problem-solving, self-directed and collaborative learning, creation of knowledge, inquiry,
authentic based learning, data collection, information analysis and management,
communications) and creativity.
Manages student learning in a technology-enhanced environment.
7.d. Apply technology to facilitate a variety of
effective assessment and evaluation
strategies;
2
Applies technology in assessing and evaluating student achievement as it relates to the
State Board’s policy on learning expectations for Michigan students and student learning of
subject matter as aligned with the Michigan Curriculum Framework, using a variety of
assessment techniques.
Uses technology resources to collect and analyze data, interpret results, and communicate
findings to improve instructional practice and maximize student learning.
Understands the uses of technology to assess the proficiencies, strengths, and challenges of
each student, recognizing individual and diverse needs.
Applies multiple methods of assessment and evaluation to determine students' appropriate
uses of technology resources for learning, communication, and productivity.
22

No.
Level of
7.e. Use technology to enhance professional
development, practice, and productivity;
and
3
Uses technology resources to engage in ongoing professional development and lifelong
learning.
Continually evaluates and reflects on professional practice to make informed decisions
regarding the use of technology in support of student learning.
Applies technology to increase productivity in planning, teaching, and management.
Uses technology to communicate and collaborate with peers, parents, and the larger
community in order to nurture student learning.
7.f. Understand the equity, ethical, legal,
social, physical, and psychological issues
surrounding the use of technology in P-12
schools and apply that understanding in
practice.
3
Models and teaches legal and ethical practice related to technology use.
Applies technology resources to enable and empower learners with diverse backgrounds,
characteristics, and abilities.
Identifies and uses technology resources that affirm diversity.
Promotes safe and healthy use of technology resources.
Facilitates equitable access to technology resources for all students.
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M.Ed Teacher Education's Topic-Importance of assessment during practise teaching

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