Assessment and Progress Monitoring MicroCredential

Issued by P2P/USM Consortium Sponsored by Coppin State University

The Assessment & Progress Monitoring MicroCredential is designed for pre-service teachers to develop & demonstrate competencies in using differentiated assessment processes to support students in diverse settings. Teachers will 1) identify differentiated assessment & monitoring principles 2) evaluate the impact of differentiated assessment & monitoring strategies in a classroom 3) create & deliver a learning activity incorporating competencies in differentiated assessment & progress monitoring.

Type Validation
Level Advanced
Time Weeks
Cost Free

Skills

Earning Criteria

1. Engaging Self: Demonstrates ability to define and illustrate differentiated assessment and progress monitoring principles and strategies to better support diverse learners. 1.1 Explores, analyzes, and synthesizes the attributes of differentiated assessment that are responsive to diverse learning needs. 1.2 Explores, analyzes, and synthesizes the attributes of progress monitoring and implications for instructional decision-making.
2. Engaging Others: Demonstrates ability to identify and analyze differentiated assessment and progress monitoring principles & strategies through observation, teacher interview, and reflection. 2.1 Identifies and analyzes differentiated assessment and progress monitoring principles & strategies that are implemented in a classroom setting. 2.2 Evaluates and reflects on classroom use of differentiated assessment and progress monitoring principles & strategies to address diverse learning needs.
3. Engaging in Diverse Communities: Demonstrates ability to design and deliver an instructional activity incorporating differentiated assessment and progress monitoring principles & strategies that support diverse learning needs. 3.1 Designs and delivers a learning experience integrating differentiated assessment and progress monitoring strategies to better support diverse learners. 3.2 Evaluates and reflects on effectiveness of delivery, impact on student learning, strategies for improvement.

Standards

Interstate Teacher Assessment and Support Consortium (InTASC)

1. Engaging Self: 1.1 (3l, 2j, 1g, 6j, 6k), 1.2 (3m, 6b, 6e, 6g, 6i, 8b); 2. Engaging Others: 2.1 (6j, 6k, 6l), 2.2 (9c); 3. Engaging in Diverse Communities: 3.1 (1a, 4f, 6e, 6g, 6h, 6p, 6q, 6r), 3.2 (1a, 4f, 6e, 6g, 6h, 6p, 6q, 6r)

High Leverage Practices

1. Engaging Self: 1.1 (12), 1.2 (16, 17); 2. Engaging Others: 2.1 (16), 2.2 (17); 3. Engaging in Diverse Communities: 3.1 (16, 17), 3.2 (16, 17, 19)