Download Pre-Session Webinar Example Responses

Pre-Session Webinar Example Responses
1. Describe the differences between a Type I, Type II, and Type III assessment. Explain
how the different assessment types work together to measure student growth for the
purpose of a teacher’s performance evaluation.
Example Response: A Type I assessment is administered statewide or beyond Illinois
and is scored by a non-district entity. A Type II is any assessment used district wide by
all teachers in a given grade or subject area, and a Type III assessment is any
assessment chosen by the individual teacher and evaluator. Each teacher’s evaluation
plan must include the use of one Type I or Type II assessment and at least one Type III
assessment. In addition, if a Type I or Type II assessment is not appropriate and/or
available for a given grade or subject area, the evaluation plan must include two Type III
assessments.
2. Provide an example of a Type II and Type III assessment. How might a teacher use data
from these example assessments to improve his/her instruction as part of the
performance evaluation process?
Example Response: A ninth grade English Language Arts (ELA) teacher has
decided to focus on the big idea of drawing evidence from literary or
informational texts to support analysis, reflection, and research. The teacher has
decided to use a research project that is used by all ninth grade ELA teachers as
her Type II assessment. This assessment is administered at the end of first
semester. In addition, the teacher has decided to use weekly essays as her Type
III assessment. Students learn and practice the knowledge and skills needed to
complete the research project through completion of the weekly essays. The
teacher provides substantive feedback on the weekly essays using a rubric that
is also used to evaluate the research project. This process of using regular
interim assessments to support a summative assessment provides students with
the information needed to actively engage in the learning process, and provides
the teacher with regular information that is needed to adjust instruction and
ensure student success throughout the semester. The teacher may also present
her data to her colleagues and evaluator at the mid-point check-in to reflect and
receive feedback on how to adjust instruction to support her students’ success.
3. Identify the steps of the example measurement model included in the presentation.
Provide an example of an instance when a growth target might be adjusted at the
midpoint check-in.
ISBE Performance Evaluation Advisory Council
Pre-Session Webinar Example Responses—1
AA 3000/3001/3002_03/17
Example Response: There are four steps in the example measurement model.
First, the teacher collects baseline data. Baseline data may be a pre-assessment
but may also be examples of early coursework. Second, the teacher uses the
collected baseline data to set challenging yet realistic growth targets for
individual or small groups of students. The teacher then engages in instruction
and brings relevant assessment data collected to the midpoint check-in. The
evaluator may agree to adjust a growth target for a variety of logical reasons.
One example might be that a student was absent from school for two weeks due
to a sports injury. If the performance evaluation is only utilizing data collected
during the first semester of school, the growth target may need to be adjusted for
this student. Finally, the teacher shares the data that she documented throughout
the semester with her evaluator. This data demonstrates which students met
their identified growth targets. The evaluator uses this data to assign a final
teacher rating for the growth component of the evaluation.
ISBE Performance Evaluation Advisory Council
Pre-Session Webinar Example Responses—2
AA 3000/3001/3002_03/17