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Teacher Performance Assessment

Student Voice Examples


LevelForm of EvidenceImportance
High SchoolA. Letters to an imaginary peer explaining steps toward finding the area of a circle as described by two different students.Students articulating, through an explanatory letter, their understandings related to a learning target provides information about student thinking in a personalized way as opposed to a generalized way that might be revealed through testing alone.
Middle SchoolSticky note “Tickets to Leave” responses turned in to teacher as students exit the science classroom, that reflect one thing student learned during the lesson that he/she found particularly interesting.Rather than the teacher alone determining what students should find interesting, students themselves become empowered to engage in the lesson knowing that the on-going end-of-class procedure is to record and submit one thing the student his/herself has identified as interesting.
Intermediate (4-6)Posters displaying classroom norms or expectations written in student voice as developed and agreed upon through democratic principles.Rather than the teacher residing as the keeper of the classroom rules and learning environment, students themselves express the kind of classroom to which they want to belong and agree to the terms which will allow the classroom to belong to both the teacher AND the students.
PrimaryStudents analyses of their own progress over time based on a DIBELS fluency test, as written below the actual progress monitoring graph.Rather than the teacher alone, determining what lead to students increase or decrease in fluency as indicated by the data, students themselves engage in considering what actions may have attributed to their change over time. They participate in their own goal setting.