Pedagogy: Elementary (Grades K–6) Subtest 2
Subarea I.1. Instruction and Assessment
0007
Understand various types of assessment; relationships among assessment, instruction, and learning; and the use of assessment to ensure students' continuous development and achievement of defined standards and goals.
- demonstrating knowledge of the characteristics, uses, advantages, and limitations of different types of formal and informal assessment (e.g., criterion-referenced test, norm-referenced test, teacher-made test, performance-based assessment, portfolio, teacher observation, peer assessment, student self-assessment)
- demonstrating knowledge of measurement theory, central concepts in assessment (e.g., validity, reliability, bias), differences between assessment and evaluation, and the role of assessment in teaching and learning
- demonstrating knowledge of the purposes of assessment (e.g., monitoring, comparing, screening, diagnosing) and how to select, construct, and use assessment strategies, instruments, and technologies for different purposes and needs, including assessing student progress in achieving state standards
- applying knowledge of strategies for integrating assessment and instruction and for using assessment to identify student strengths and needs, monitor student progress, evaluate and modify instruction, and promote student growth and access to effective learning opportunities
- demonstrating knowledge of how to promote elementary students' use of self-assessment to identify their own strengths and needs and set personal goals for learning
- recognizing the importance of using multiple assessments and strategies for modifying classroom assessments for students with various characteristics and needs (e.g., English language learners, students with exceptionalities)
- demonstrating knowledge of how to establish and maintain records of student performance, use technological resources to collect and analyze data and interpret results, and communicate responsibly and effectively with students, parents/guardians, and colleagues about performance and progress
0008
Understand instructional planning procedures and how to use effective planning to design instruction that promotes learning and achievement for all students.
- demonstrating knowledge of key factors to consider in planning instruction (e.g., state standards; curriculum goals; nature of the subject matter; learning theory; students' development, characteristics, thinking, and prior experiences; students' current knowledge and skills; available time and resources)
- applying knowledge of how to use different types of information and sources of data during planning to define learning goals, select appropriate instructional approaches and materials, and accommodate varied student learning styles, needs, and experiences
- demonstrating knowledge of how to plan and implement learning experiences that are appropriate for curriculum goals, relevant to students, and based on principles of effective instruction (e.g., activating students' prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, building new skills on those previously acquired)
- demonstrating knowledge of how to design lessons and activities that are differentiated to meet students' varied developmental and individual needs and to help all students progress
- applying knowledge of how to create short-range and long-range plans that are linked to student needs and performance, evaluate plans in relation to short-range and long-range goals, and adjust plans to meet student needs and enhance learning
- demonstrating knowledge of skills and strategies for engaging in effective planning in specified situations (e.g., collaborating with colleagues to plan instruction, integrating curricula and creating interdisciplinary units of study, managing technological resources during learning activities, managing student learning in a technology-integrated environment)
0009
Understand how to use a variety of instructional strategies to provide effective and appropriate learning experiences that promote all students' achievement and foster development of critical-thinking, problem-solving, and performance skills.
- demonstrating knowledge of various instructional strategies (e.g., cooperative learning, interdisciplinary instruction, hands-on activities, technology-based learning, guided discovery, guided practice, modeling); their characteristics, advantages, and limitations; and their use in promoting student learning and achievement of state standards
- identifying cognitive processes associated with various kinds of learning and instructional strategies that stimulate these processes and nurture the development of students' critical-thinking, independent problem-solving, and performance capabilities
- demonstrating knowledge of how to develop, implement, and evaluate lesson plans that use various strategies, methods, and materials, including technological resources, to enhance student learning
- demonstrating knowledge of the importance of continuously monitoring instructional effectiveness and responding flexibly to student understanding, ideas, needs, engagement, and feedback (e.g., by changing the pace of a lesson, using a different instructional approach, taking advantage of an unanticipated learning opportunity)
- applying knowledge of how to design teaching strategies that achieve different instructional purposes and meet varied student needs (e.g., using various grouping strategies; differentiating instruction; using multiple strategies for teaching the same content; using effective resources and materials, including computers and other technological resources)
- demonstrating knowledge of how to use multiple approaches to promote student engagement and learning and how to vary the instructional process to achieve given purposes and respond to student needs
- demonstrating knowledge of how to develop clear, accurate presentations and representations of concepts, use alternative explanations to promote student understanding, and present varied perspectives to encourage critical thinking
- applying knowledge of how to use educational technology to deliver effective instruction to students working at different levels and paces, stimulate advanced levels of learning, and broaden students' knowledge about technology and its uses
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