Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) Dimension Three

Dimension Three: Assessment for Improved Learning How is student learning measured in this lesson? How do you routinely measure student learning in your classroom? What other external indicators do you use to measure student learning? How does student achievement inform your instructional decisions? Describe how you assessed student learning and achievement for the topic discussed in Dimension One and shown on the video, and how you use what you learned from the assessment to improve your teaching. Describe other specific ways that you routinely assess and guide student learning. You may include examples of formative or summative techniques, including student presentations, projects, quizzes, and unit exams or other methods. Provide evidence of your teaching effectiveness as measured by student achievement on school, district or state assessments, or other external indicators of student learning or achievement.

Dimension Three (3a) Topic Specific Assessments Used Formative Summative Role of Assessment In Instruction Time Stamped Video Segments Describe how you assessed student learning and achievement for the topic discussed in Dimension One and shown on the video, and how you use what you learned from the assessment to improve your teaching. Describe how you assessed students for this topic/concept How did you use assessment to improve your practice Two part question that really addresses two related topics…assessment and reflection of that assessment for improving instruction.

Dimension Three (3b) Routine Assessment Used Formative Summative Frequency Rationale for Assessments Used Inform Instruction Student Achievement Describe other specific ways that you routinely assess and guide student learning. You may include examples of formative or summative techniques, including student presentations, projects, quizzes, and unit exams or other methods. Formative assessment is an ongoing assessment used to inform instruction. The frequency is not defined, so it might be weekly or quarterly. Also what type of measure used is not defined as long as the information is helpful for the teacher in making adjustments to instruction in an ongoing manner. It could be as simple as classroom observations, a fluency test, or full diagnostic assessment. Summative assessment is given at pre-determined intervals. It could be anything from a state assessment, benchmark test, or end of unit test. It specifically is testing the knowledge that a student should have mastered at a particular point in time. It is used for accountability. Talk about each of the assessment tools that you use and why you decided to use them Balance quantitative and qualitative data in your writing For performance data, document how the project demonstrates deep learning What do you use besides formative and summative assessments to determine student achievement? Think about: common assessments, learning response journals, observation with anecdotal notes, daily work, peer/self evaluations, projects, rubrics, quizzes

Dimension Three (3c) Measurable Evidence of Learning State Assessments School/District Assessments Provide evidence of your teaching effectiveness as measured by student achievement on school, district or state assessments, or other external indicators of student learning or achievement. What evidence do you have of student learning or achievement? Measurable Use school, district, and state assessment results to make your case

Dimension Three: Rubric Effective use of student assessments to evaluate, monitor, and improve student achievement Approximately 3 pages 24 Total Points Effective use of student assessments to evaluate, monitor, and improve student achievement Should be about 3 pages Weighted @ 6 4 X 6 = 24 points (maximum score possible)

E-mail Addresses Tammy Miller tmiller@ksde.org Matt Krehbiel mkrehbiel@ksde.org Melissa Fast mfast@ksde.org