The Massachusetts Educator Evaluation Framework is designed to promote educators' professional growth and development while placing improved student learning at the center of every educator's work.
What kinds of common assessments are appropriate for educators working with diverse groups of students in inclusive settings? When addressing this question, it is important to remember the two guiding principles behind all common assessments in the Educator Evaluation Framework:
Assessments should be aligned to curriculum.
Assessments should give educators meaningful information about student growth.
Aligning common assessments to curriculum is particularly important when considering the various roles of educators working in inclusive classroom settings. For example, because one goal of inclusion is to give all students access to the general curriculum, general curriculum measures will be appropriate for almost all educators. In some cases, the special educator's role involves providing instruction in unique curricula to students in a general education setting (following a social-emotional curriculum, for example). In those cases, it may be appropriate to use a different measure aligned to that content. For more information about the identification of common assessments for educators in inclusive settings, see DESE's DDM Implementation Brief: Educators of Students with Disabilities.
The following resource tools provide concrete strategies to help educators identify and evaluate appropriate common assessments for use with a diverse group of students in inclusive settings that can inform an educator's impact on student learning. For more information on designing accessible assessments, visit the Assessment Design Toolkit.
Last Updated: June 26, 2017
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