| 0 | Does not understand the role formative assessment has in instruction, or does not adjust the learning experience when unforeseen weaknesses or misconceptions inhibit learning |
| 1 | Needs support to adapt lessons based upon assessment information, or implements methods of formative assessment (e.g. questioning) but such assessment is limited to a subset of students and content, or rarely makes appropriate adjustments during the lesson when unforeseen weaknesses or misconceptions inhibit learning |
| 2 | Routinely and effectively uses methods of formative assessment like questioning to assess a majority of students and content, and is able to make most of the appropriate adjustments during the lesson when unforeseen weaknesses or misconceptions inhibit learning) |
| 3 | Involves students in the assessment process and utilizes assessment information to continuously adapt instruction to student needs (e.g. using prior student conceptions and understanding to promote new learning); and consistently able to make appropriate adjustments during the lesson when unforeseen weaknesses or misconceptions inhibit learning |
rcohen@po-box.esu.edu