Pedagogy: Secondary (Grades 5–12) Subtest 2
Subarea I.1. Assessment, Instruction, and Disciplinary Literacy
0007
Understand various types of assessment; the relationship between 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 students' strengths and needs, monitor student progress, evaluate and modify instruction, and promote students' growth and access to effective learning opportunities
- applying knowledge of how to promote secondary students' use of self-assessment to identify their own strengths and needs and set personal goals for learning
- demonstrating knowledge of the importance of using multiple assessments and strategies for modifying classroom assessments for students with various characteristics and needs (e.g., English learners [ELs], 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 procedures and practices for instructional planning and delivery and how to design and implement instruction that promotes learning and achievement for all students.
- demonstrating knowledge of factors to consider in planning instruction (e.g., state standards; curriculum goals; nature of the subject matter; learning theory; Universal Design for Learning [UDL]; students' characteristics, prior experiences, and current knowledge and skills, including reading proficiency)
- applying knowledge of cognitive processes associated with various kinds of learning and instructional strategies that stimulate these processes and promote students' critical-thinking, independent problem-solving, and performance capabilities
- 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
- applying knowledge of the characteristics, advantages, and limitations of various instructional strategies (e.g., cooperative learning, inquiry learning, interdisciplinary instruction, technology-based learning, discovery learning, guided practice, modeling) and their use in promoting students' learning and achievement of state standards
- demonstrating knowledge of how to plan and implement learning experiences that are appropriate for curriculum goals, relevant to students, based on principles of effective instruction (e.g., activating prior knowledge, anticipating preconceptions, building new skills on those previously acquired), and designed to achieve different instructional purposes and meet varied student needs (e.g., using various grouping strategies, differentiating instruction)
- demonstrating knowledge of how to develop, implement, and evaluate lesson plans that use various strategies, methods, and materials, including technological resources, and that operate at multiple levels to meet students' diverse needs and to help all students progress
- demonstrating knowledge of how to use multiple approaches for promoting students' engagement and learning, continuously monitor instructional effectiveness, vary the instructional process to achieve given purposes, and respond flexibly to students' understanding, ideas, needs, engagement, and feedback
- applying knowledge of how to create short-range and long-range plans that are linked to students' needs and performance, evaluate plans in relation to short-range and long-range goals, and adjust plans to meet student needs and enhance learning
- applying knowledge of skills and strategies for engaging in effective planning in specified situations (e.g., collaborating with colleagues to plan instruction, creating interdisciplinary units of study, managing student learning in a technology-integrated environment)
0009
Understand disciplinary literacy foundations, curriculum, and materials and strategies for promoting reading, writing, speaking, and listening skills in the disciplines.
- demonstrating knowledge of the developmental sequence of language and literacy skills across the secondary school years; age-level and grade-level benchmarks for young adolescent learners; the various features of language (i.e., semantics, syntax, morphology, and pragmatics); and the role of academic language in developing students' understanding of discipline-specific concepts, content, and skills
- demonstrating knowledge of theories and stages of first- and second-language literacy acquisition, the role of students' first language in learning to read and write in a second language, and the influence of students' literacy skills on their performance on discipline-specific assessments
- applying knowledge of methods for supporting the development of students' disciplinary reading, writing, speaking, and listening skills as well as developing and expanding their vocabulary
- demonstrating knowledge of strategies for improving comprehension (e.g., predicting, purpose-setting, sequencing, monitoring, questioning, summarizing) and how to model and encourage the use of comprehension strategies
- applying knowledge of methods for teaching students how to interpret graphic features in a text (e.g., tables, charts, headings); analyze the organizational structure of texts (e.g., sequential, causal, comparative); and consider how graphic features, specific sentences, paragraphs, and larger portions of text relate to the text as a whole
- demonstrating knowledge of the forms and functions of academic language to help students develop and express content understandings as well as techniques for helping students use newly acquired vocabulary across disciplines
- applying knowledge of strategies for selecting discipline-specific literary and informational texts that address the interests, backgrounds, and learning needs of students; that are culturally responsive; and that match students' needs and educational goals, including the identification of text features that may impede comprehension (e.g., complexity of sentences, use of unusual vocabulary, assumption of prior knowledge)
- demonstrating knowledge of how to provide support and opportunities for students to write routinely for authentic purposes; use writing to develop understanding of content-area concepts and skills; and utilize presentation software, media, and visual displays appropriate to the purpose and audience
- applying knowledge of strategies for promoting students' acquisition of research skills (e.g., selecting a topic, gathering information from multiple sources, synthesizing information, paraphrasing, using evidence) and for engaging students in using technology to produce and publish writing and to interact and collaborate with others
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