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| Standard 1.7 Student Learning for Teacher Candidates
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Assessments for Student Learning
Initial candidates develop basic knowledge and understanding of student learning in child psychology, educational psychology, and school learning courses. These courses emphasize how student differences affect learning, how to create and manage classroom environments, how belief and value systems affect evaluation, and how to design assessment components within lessons. Further proficiency occurs during the two semesters of field experience and seminars stressing methods and materials for meaningful learning. All lesson plans and direct instruction require provisions for student assessment.
Advanced candidates examine assessment and evaluation as they are shaped by historical, political and philosophical perspectives. In emphasis area courses, nearly every program contains at least one course directly related to student development and assessment. Candidates develop competence in constructing student assessments, evaluating instructional methods, and designing individual education programs to fit special needs:
See table below:
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| Initial and Advanced: Course Assessments for Student Learning |
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| To link to syllabi and assessments of record, refer to individual courses above or Assessment System-Initial and/or Advanced for Teachers. Candidate work samples may be reviewed in the on-site exhibit room. |
Initial standards most closely linked to student learning appear in all aspects of Domains 2 and also in 1-f. Advanced programs evaluate practicum candidates on student learning through all elements of NBPTS 1 and also through 3-d.
Over 90% of Initial candidates and over 95% of Advanced candidates achieved Proficient or Distinguished rankings in clinical practice. Again, however, follow-up percentages drop as the setting and points of comparison change:
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