TITLE 23: EDUCATION AND CULTURAL RESOURCES
SUBTITLE A: EDUCATION
CHAPTER I: STATE BOARD OF EDUCATION
SUBCHAPTER b: PERSONNEL
PART 26 STANDARDS FOR ENDORSEMENTS IN EARLY CHILDHOOD EDUCATION AND IN ELEMENTARY EDUCATION
SECTION 26.240 ASSESSMENT STANDARDS THROUGH AUGUST 31, 2019
Section 26.240 Assessment Standards Through August 31, 2019
The competent early childhood teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all children.
a) Knowledge Indicators – The competent early childhood teacher:
1) understands assessment as a means of evaluating how children learn, what they know and are able to do in relationship to national, State and local standards, and what kinds of experiences will support their further growth and development;
2) understands the purposes, characteristics and limitations of different kinds of assessments;
3) understands measurement theory and assessment-related issues, such as validity, reliability, bias and scoring;
4) understands how to use the results of assessment to reflect on and modify teaching; and
5) understands how to select, construct and use assessment and evaluation strategies and instruments for diagnosis and prescription.
b) Performance Indicators – The competent early childhood teacher:
1) uses a variety of assessment results to diagnose students' learning and development, develop a student profile, align and modify instruction, and design teaching strategies;
2) maintains useful, accurate and ethical records of students' work and performance and communicates about students' progress knowledgeably and responsibly to students, parents, school and community;
3) uses assessment results for the purpose of planning appropriate programs, environments and interactions and adapting for individual differences;
4) participates and assists other professionals in conducting family-centered assessments;
5) selects, evaluates and interprets formal, standardized assessment instruments and information used in the assessment of children and integrates authentic classroom assessment data with formal assessment information;
6) communicates assessment results and integrates assessment results from others as an active participant in the development and implementation of students' IEPs and IFSPs;
7) involves families in assessing and planning for individual children, including children with disabilities, developmental delays or special abilities; and
8) uses appropriate technologies to monitor and assess students' progress.
(Source: Amended at 39 Ill. Reg. 2413, effective February 2, 2015)