At this stage in the unit development, you have aligned student learning to state, national, and technology standards, and assessed y
Assessment Description
At this stage in the unit development, you have aligned student learning to state, national, and technology standards, and assessed your students’ knowledge and abilities related to your targeted content.
Collaborate with your cooperating teacher/mentor to design a unit of instruction that aligns to (Virginia Standards of Learning) state content standards. Include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students. Implement your unit and analyze data to determine learning outcomes.
Follow the instructions found in the STEP Template. Complete STEP Standards 3-5 that includes the following:
- Assessment and Data Literacy
- Unit and Lesson planning
- Implementation of Instructional Unit: Create a video using any video recording device. Choose one of the lesson activities to video record a 5-10 minute segment to review and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Rubric
Collapse All RubricCollapse Allcollapse STEP 3: Pre-Assessment and Scoring Criteria assessment
STEP 3: Pre-Assessment and Scoring Criteria
2.5 points
Criteria Description
STEP 3: Pre-Assessment and Scoring Criteria
5. Target
2.5 points
Pre-test comprehensively identifies unit topics and realistically assesses student knowledge and abilities prior to instruction. Scoring criteria for measuring and categorizing how students performed on the pre-assessment are well organized and fair.
4. Acceptable
2.18 points
Pre-test clearly identifies unit topics and reasonably assesses student knowledge and abilities prior to instruction. Scoring criteria for measuring and categorizing how students performed on the pre-assessment are clear and reasonable.
3. Approaching
1.85 points
Pre-test inexplicitly identifies unit topics and minimally assesses student knowledge and abilities prior to instruction. Scoring criteria is partially incomplete or inconsistent in measuring student performance and distributing scores.
2. Insufficient
1.72 points
Pre-test is incomplete or inadequately identifies unit topics and fails to assess student knowledge and abilities prior to instruction. Scoring criteria is incomplete or flawed in measuring student performance and distributing scores.
1. No Submission
0 points
Not addressed.
collapse STEP 3: Pre-Assessment Data and Whole Class Analysis assessment
STEP 3: Pre-Assessment Data and Whole Class Analysis
5 points
Criteria Description
STEP 3: Pre-Assessment Data and Whole Class Analysis
5. Target
5 points
Data presented in the table are clear and accurate. Proposed changes to standards, learning goals, and objectives are based on thoughtful data and advantageous for meeting student needs.
4. Acceptable
4.35 points
Data presented in the table are accurate. Proposed changes to standards, learning goals, and objectives are based on sound and reasonable data for meeting student needs.
3. Approaching
3.7 points
Data presented in the table are lacking clarity and/or accuracy. Proposed changes to standards, learning goals, and objectives are based on partially incomplete data or do not fully address student needs.
2. Insufficient
3.45 points
Data presented in the table is unclear or inaccurate. Proposed changes to standards, learning goals, and objectives based on data are incomplete or inappropriate for meeting student needs.
1. No Submission
0 points
Not addressed.
collapse STEP 4: Unit Alignment to Standards assessment
STEP 4: Unit Alignment to Standards
5 points
Criteria Description
STEP 4: Unit Alignment to Standards
5. Target
5 points
Unit plan thoroughly and comprehensively aligns to state content standards.
4. Acceptable
4.35 points
Unit plan accurately aligns to state content standards.
3. Approaching
3.7 points
Unit plan minimally aligns to state content standards.
2. Insufficient
3.45 points
Unit plan is incorrectly aligned to state content standards.
1. No Submission
0 points
Not addressed.
collapse STEP 4: Depth of Knowledge Lesson Questions assessment
STEP 4: Depth of Knowledge Lesson Questions
2.5 points
Criteria Description
STEP 4: Depth of Knowledge Lesson Questions
5. Target
2.5 points
DOK questions reflect all four levels, and are meaningful, engaging, and ideal for the lesson content and developmental level of the students.
4. Acceptable
2.18 points
DOK questions reflect all four levels and are clear and appropriately robust for the lesson content and developmental level of the students.
3. Approaching
1.85 points
DOK questions may be missing one of the four levels. Questions are marginal for the lesson content and developmental level of the students.
2. Insufficient
1.72 points
DOK questions may be missing more than one of the four levels. Questions are inappropriate for the lesson content or developmental level of the students.
1. No Submission
0 points
Not addressed.
collapse STEP 4: Multiple Means of Representation and Differentiation assessment
STEP 4: Multiple Means of Representation and Differentiation
5 points
Criteria Description
STEP 4: Multiple Means of Representation and Differentiation
5. Target
5 points
Unit utilizes creative, quality instructional strategies, well-crafted to meet the students’ needs. Includes well-crafted differentiation to meet specific student needs.
4. Acceptable
4.35 points
Unit utilizes competent, detailed instructional strategies, appropriate in meeting the needs of the student. Includes substantive differentiation to meet specific student needs.
3. Approaching
3.7 points
Unit utilizes overly simplistic instructional strategies, which vaguely meet the needs of the student. Includes adequate differentiation to meet specific student needs.
2. Insufficient
3.45 points
Unit utilizes ineffective instructional strategies that are inappropriate for meeting the needs of the student. Differentiation is inadequate for meeting specific student needs.
1. No Submission
0 points
Not addressed.
collapse STEP 4: Multiple Means of Engagement and Differentiation assessment
STEP 4: Multiple Means of Engagement and Differentiation
5 points
Criteria Description
STEP 4: Multiple Means of Engagement and Differentiation
5. Target
5 points
The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. Meaningfully addresses the needs of diverse learners outlined on the template.
4. Acceptable
4.35 points
The means of engagement effectively allow students to explore, practice, and apply the content and academic language. Appropriately addresses the needs of diverse learners outlined on the template.
3. Approaching
3.7 points
The means of engagement minimally allow students to explore, practice, and apply the content and academic language. Unclearly addresses the needs of diverse learners outlined on the template.
2. Insufficient
3.45 points
The means of engagement implausibly allow students to explore, practice, and apply the content and academic language. Inadequately addresses the needs of diverse learners outlined on the template.
1. No Submission
0 points
Not addressed.
collapse STEP 4: Multiple Means of Expression and Differentiation assessment
STEP 4: Multiple Means of Expression and Differentiation
5 points
Criteria Description
STEP 4: Multiple Means of Expression and Differentiation
5. Target
5 points
Unit includes compelling, proficient integration of both formative and summative assessment strategies to promote learning to meet student needs.
4. Acceptable
4.35 points
Unit includes reasonable integration of both formative and summative assessment strategies to promote learning with detailed consideration to meet student needs.
3. Approaching
3.7 points
Unit includes ambiguous integration of both formative and summative assessment strategies to promote learning to meet student needs.
2. Insufficient
3.45 points
Unit includes ineffective integration of both formative and summative assessment strategies to promote learning to meet student needs.
1. No Submission
0 points
Not addressed.
collapse STEP 4: Extension/Home Activity assessment
STEP 4: Extension/Home Activity
2.5 points
Criteria Description
STEP 4: Extension/Home Activity
5. Target
2.5 points
Summary skillfully explains a proficient plan to involve the student’s parents in meeting her goals. At-home activity included is thoughtful and specifically connected to insightfully helping the student practice and master new skills and generalize learning outside of the classroom.
4. Acceptable
2.18 points
Summary clearly explains a sound plan to involve the student’s parents in meeting her goals. At-home activity included is detailed and directly linked to solidly helping the student practice and master new skills and generalize learning outside of the classroom.
3. Approaching
1.85 points
Summary inconsistently explains an elementary plan to involve the student’s parents in meeting her goals. At-home activity included does not demonstrate best practices in helping the student practice and master new skills and generalize learning outside of the classroom.
2. Insufficient
1.72 points
Summary unintelligibly explains a flawed plan to involve the student’s parents in meeting her goals. At-home activity included is unrelated to helping the student practice and master new skills and generalize learning outside of the classroom.
1. No Submission
0 points
Not addressed.
collapse STEP 5: Summary of Unit Implementation assessment
STEP 5: Summary of Unit Implementation
2.5 points
Criteria Description
STEP 5: Summary of Unit Implementation
5. Target
2.5 points
Summary skillfully summarizes the execution of each lesson activity as well as the engagement strategies and their effectiveness in fostering the learning goals.
4. Acceptable
2.18 points
Summary appropriately summarizes the execution of each lesson activity as well as the engagement strategies and their usefulness in fostering the learning goals.
3. Approaching
1.85 points
Summary is missing key details of lesson activities as well as the engagement strategies and their usefulness in fostering the learning goals.
2. Insufficient
1.72 points
Summary of lesson activities and overall perception of student learning is unintelligible.
1. No Submission
0 points
Not addressed.
collapse STEP 5: Summary of Student Learning assessment
STEP 5: Summary of Student Learning
5 points
Criteria Description
STEP 5: Summary of Student Learning
5. Target
5 points
Summary of student learning is thoughtful and original. Instructional changes based on student responses are thoroughly described and their effect on student learning is comprehensively explained.
4. Acceptable
4.35 points
Summary of student learning is logical and relevant. Instructional changes based on student responses are clearly described and their effect on student learning is concisely explained.
3. Approaching
3.7 points
Summary of student learning is underdeveloped. Instructional changes based on student responses are unclearly described and their effect on student learning is shallowly explained.
2. Insufficient
3.45 points
Summary of student learning is undeveloped. Instructional changes based on student responses are imprecisely described and their effect on student learning is inadequately explained.
1. No Submission
0 points
Not addressed.
collapse STEP 5: Reflection of Video Recording assessment
STEP 5: Reflection of Video Recording
5 points
Criteria Description
STEP 5: Reflection of Video Recording
5. Target
5 points
Reflection after viewing video recording is exceptional. Personal improvement is realistic and demonstrates best practices for a professional educator. Personal strength is thoughtful and future considerations are compelling.
4. Acceptable
4.35 points
Reflection after viewing video recording is credible. Personal improvement is appropriate. Personal strength is clear and future considerations are sound.
3. Approaching
3.7 points
Reflection after viewing video recording is unfocused. Personal improvement is ambiguous. Personal strength is lacking detail and future considerations are inexplicit.
2. Insufficient
3.45 points
Reflection after viewing video recording is erroneous. Personal improvement is insufficient. Personal strength is irrelevant and future considerations are implausible.
1. No Submission
0 points
Not addressed.
collapse Mechanics of Writing (includes spelling, punctuation, grammar, and language use) assessment
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5. Target
5 points
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
4. Acceptable
4.35 points
Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language.
3. Approaching
3.7 points
Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking.
2. Insufficient
3.45 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.
1. No Submission
0 points
Not addressed.
Student Teaching Evaluation of Performance (STEP) Template
Table of Contents
STEP Standard 1 – Contextual Factors: Knowing Your School and Community 3 STEP Standard 2 – Writing Standards-Based Measurable Objectives and the Learning Goal 4 STEP Standard 3 – Assessment and Data Literacy 5 STEP Standard 4 – Unit and Lesson Planning 7 STEP Standard 5 – Implementation of Instructional Unit 11 STEP Standard 6 – Analysis of Student Learning 12 STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 14
STEP Standard 1 – Contextual Factors: Knowing Your School and Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of your students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with.
Part I: Community, District, School, and Classroom Factors
You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.
Part II: Demographic, Environment, and Academic Factors
You will be completing this portion of the STEP document using the following link:
After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1
· Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and entering your email address.
· An initial email will be sent to you to confirm your email address.
· A completed copy of the document will be emailed to you within minutes of confirming your email address.
3. After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.
STEP Standard 2 – Writing Standards-Based Measurable Objectives and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the lesson’s specific learning objectives. Goals and objectives should be aligned not only to standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your mentor teaching on this STEP.
Unit Topic:
Unit Title:
National or State Academic Content Standards:
Learning Goal:
Measurable Objectives:
If you would like feedback on your pre-assessment for alignment prior to administering, copy it in here.
STEP Standard 3 – Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a learning activity. The pre-assessment is given to students before instruction, in order to determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the case. After students have participated in the unit, they are given the post-assessment, which can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to collect data in your classroom.
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Pre-Assessment – Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives. |
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Pre-Assessment Data: Whole Class – Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction. Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter "De Delete” or Insert.”" " |
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Number of Students |
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Highly Proficient (90%-100%) |
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Proficient (80%-89%) |
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Partially Proficient (70%-79%) |
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Minimally Proficient (69% and below) |
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Pre-Assessment Analysis: Whole Class |
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Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives. |
© 2021. Grand Canyon University. All Rights Reserved. Page 12 of 13
STEP Standard 4 – Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results, contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the STEP process.
Grade Level:
Unit/Subject:
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Day 1 |
Day 2 |
Day 3 |
Day 4 |
Day 5 |
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National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. |
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Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. |
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Academic Language General academic vocabulary and content-specific vocabulary included in the unit. |
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Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit.
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Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? · Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking |
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Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? |
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Presentation of Content |
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Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. |
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Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities Early finishers (those who finish early and may need additional sources/support) |
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Application of Content |
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Multiple Means of Engagement How will students explore, practice, and apply the content? |
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Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities Early finishers (those who finish early and may need additional sources/support) |
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Assessment of Content |
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Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. |
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Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities Early finishers (those who finish early and may need additional resources/support) |
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Extension Activity and/or Homework |
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Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. |
STEP Standard 5 – Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.
Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Be sure that others can access and view your linked video prior to submitting.
Video Recording Link:
Summary of Unit Implementation:
Summary of Student Learning:
Reflection of Video Recording:
STEP Standard 6 – Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment, collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment and determine student learning. Review your data and whether there is a student or group of students who have not mastered the objectives and discuss what you will do to further develop students’ knowledge and skills.
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Post-Test Data: Whole Class – Once you have assessed your students’ learning on the topic, collect and analyze the post-test data to determine the effectiveness of your instruction and assessment. |
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Number of Students Pre-Test |
Number of Students Post-Test |
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Highly Proficient (90%-100%) |
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Proficient (80%-89%) |
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Partially Proficient (70%-79%) |
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Minimally Proficient (69% and below) |
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Post-Test Analysis: Whole Class |
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Based on your analysis of the whole class post-test data, what is your interpretation of the students learning? Cite examples and provide evidence of student learning that helped you come to this conclusion. |
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Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. Cite examples and provide evidence of student learning to support this analysis. |
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Post-Assessment Analysis: Subgroup Selection Pre-Test – Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.” |
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Using the information obtained in Standard 1(Student Academic Factors section), select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences). |
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Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.) |
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Number of Students Pre-Test |
Number of Students Post-Test |
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Highly Proficient (90%-100%) |
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Proficient (80%-89%) |
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Partially Proficient (70%-79%) |
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Minimally Proficient (69% and below) |
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Post-Assessment Analysis: Subgroup |
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Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion. |
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Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you will do in future days to aid students' understanding with respect to the unit’s objectives. Cite examples and provide evidence of student misconceptions to support this analysis. |
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Post-Assessment Data: Remainder of Class |
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Number of Students Pre-Test |
Number of Students Post-Test |
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Highly Proficient (90%-100%) |
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Proficient (80%-89%) |
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Partially Proficient (70%-79%) |
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Minimally Proficient (69% and below) |
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Post-Assessment Analysis: Subgroup and Remainder of Class |
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Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the effectiveness of your instruction for this unit using the finding from your analysis. |
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Based on your analysis of student learning, discuss the next steps for instruction, including an objective that would build upon the content taught in this unit of instruction. |
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-term goals to improve specific areas of your teaching practice based on the unit of instruction and describe your plan to reach each short-term goal.
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Short-Term Goal |
Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.) |
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1. |
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2. |
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3. |
Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of students will continually look for ways to grow and learn. The best way to ensure that learning is prioritized is to create a long-term goal. Create one long term goal that is specific and measurable. Make sure to discuss the following:
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Long-Term Goal: |
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End Date: By when do you expect to accomplish this goal? |
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Action Timeline: What steps will you take to complete this goal, and by when will you take them? Example: 1/31/18: Join AACTE |
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Resources: What resources are available to assist you in accomplishing your goal? |
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