| 0 | Does not understand the role diagnostic assessment has in instruction and so does not take into account the prior knowledge, experiences and differences among students while planning |
| 1 | Recognizes the need to take into account the prior knowledge and experiences of the students but is unable to anticipate most of the adjustments that are necessary (either due to poor diagnostic assessment or inability to address student needs) |
| 2 | Takes into account the prior knowledge and experiences of the students by anticipating most of the adjustments that are necessary and/or building in diagnostic assessment or exploration within the lesson to identify possible weaknesses and misconceptions |
| 3 | Shows considerable ability in identifying differences and weaknesses among students and adept at diagnosing student understanding, taking into account their knowledge and experiences and consistently anticipating the adjustments that are necessary |
rcohen@po-box.esu.edu