PACT Feedback Rubric Pilot Results with UC Davis English Cohort.

Slides:

Advertisements

Similar presentations

School Based Assessment and Reporting Unit Curriculum Directorate

Advertisements

KRISTINE SOGHIKYAN YEREVAN STATE LINGUISTIC UNIVERSITY EPOSTL AS AN ADMINISTRATOR'S GUIDE TO INTERNAL QUALITY ASSURANCE IN UNIVERSITY LANGUAGE INSTRUCTION.

The Teacher Work Sample

Sue Sears Sally Spencer Nancy Burstein OSEP Directors’ Conference 2013

Big Ideas, Learning Goals & Success Criteria

Process Skill Writing / Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose.

Session Outcomes Explain how assessment contributes to the learning process Use a model of feedback to enhance student learning Identify a range of feedback.

The “Highly Effective” Early Childhood Classroom Environment

Mentoring/Assessing & Scoring the edTPA Mara Manson Ed.D September 20, 2013.

WORKING TOGETHER ACROSS THE CURRICULUM CCSS ELA and Literacy In Content Areas.

Performance Assessment for California Teachers PACT PACT is a consortium of teacher preparation programs that have joined together to develop a teacher.

EMBEDDING PACT SCAFFOLDING WITHIN EXISTING TEACHER EDUCATION COURSES EMBEDDING PACT SCAFFOLDING WITHIN EXISTING TEACHER EDUCATION COURSES PACT IMPLEMENTATION.

1 · PACT· Performance Assessment for California Teachers Sonoma State University Spring 09 Adapted from PACTTPA.org.

Teacher Performance Assessment (edTPA) Partner School Visits Winter, 2014.

Educators Evaluating Quality Instructional Products (EQuIP) Using the Tri-State Quality Rubric for Mathematics.

Middle Years Programme

Task 3 Assessing Student Learning

E-portfolio in TaskStream (DRF) Signature Assignments Signature Assignments Classroom Community (1 st & 2 nd semesters) Classroom Community (1 st & 2 nd.

Teacher Performance Assessment

Preparing for the edTPA in Health and Physical Education

ALL TEACHERS OF ELLS NEED TO USE THESE TEN KEY STRATEGIES FOR TEACHING ELLS.

The 6 Principles of Second language learning (DEECD,2000) Beliefs and Understandings Assessment Principle Responsibility Principle Immersion Principle.

Teacher Performance Assessment (TPA). PlanningInstruction (Engaging students & supporting learning) AssessmentReflection Academic language Student Voice.

Brian Yusko Associate Dean of Academic Programs Subject and grade-level specific.

Teacher Performance Assessment (TPA) The University of Toledo Faculty Senate October 9, 2012.

Principles of Assessment

Embedded Assessment M.Ed. In Curriculum & Instruction with a Specialization in Language & Literacy.

Welcome to Unit 6 Seminar: Learning The Language Learning and Assessment Strategies 1.

Strategies for Efficient Scoring Jeanne Stone, UC Irvine PACT Conference October 22, 2009.

Interstate New Teacher Assessment and Support Consortium (INTASC)

CA Teacher Performance Assessments Orientation

© 2008 by PACT PACT Scorer Training Pilot.

Feedback and Next Step Marking

Layers of Intentionality: Tasks, Assessments & Interventions Amanda Huddleston and Jennifer Edmondson-Neily Robert Thirsk High School.

Four Basic Principles to Follow: Test what was taught. Test what was taught. Test in a way that reflects way in which it was taught. Test in a way that.

EDU 385 Education Assessment in the Classroom

Teaching Learning Strategies and Academic Language

Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids by Carol Ann Tomlinson and Jay McTighe.

What is the TPA? Teacher candidates must show through a work sample that they have the knowledge, skills, and abilities required of a beginning teacher.

Technology in the classroom. UM weather Great way to begin a day or class –Links to 300 weather sites –Links to 700 web cams to view weather –Radar and.

Teacher Performance Assessment (edTPA) August 25, 2014.

EdTPA Teacher Performance Assessment. Planning Task Selecting lesson objectives Planning 3-5 days of instruction (lessons, assessments, materials) Alignment.

The Delivering Social Change Signature Project Planning effective intervention.

Activity 4 Systems of Professional Learning Module 5 Grades K–5: Focus on Deepening Implementation.

Writing Constructed Responses Praxis II Principles of Learning and Teaching.

Educator’s view of the assessment tool. Contents Getting started Getting around – creating assessments – assigning assessments – marking assessments Interpreting.

Differentiation PLC.

NCATE STANDARD I STATUS REPORT  Hyacinth E. Findlay  March 1, 2007.

Assessment. Workshop Outline Testing and assessment Why assess? Types of tests Types of assessment Some assessment task types Backwash Qualities of a.

Remediation of Failing Candidates UC San Diego, Education Studies Bobbie Allen Chris Halter Rachel Millstone.

To improve student learning using FLIP cameras during a volleyball unit in both Standard 1 and 2.  Standard 1 - Demonstrates competency in motor skills.

Improving Student Achievement Three of the most effective strategies that have been found to have most success are: Sharing learning intentions with students.

Planning for Instruction Chapter 6 NC Teaching Standard IV.

Using edTPA Data for Program Design and Curriculum Mapping Mary Ariail, Georgia State University Kristy Brown, Shorter University Judith Emerson, Georgia.

Alternative Assessment Chapter 8 David Goh. Factors Increasing Awareness and Development of Alternative Assessment Educational reform movement Goals 2000,

“We will lead the nation in improving student achievement.” CLASS Keys TM Module 6: Informal Observations Spring 2010 Teacher and Leader Quality Education.

Developing Business Practice –302BUS Writing Successfully for your Studies and in Business Unit: 3 Knowledgecast: 1.

EdTPA: Elementary Literacy

Teacher Performance Assessment (TPA) UW Bothell August 28, 2012.

GCSE English Language 8700 GCSE English Literature 8702 A two year course focused on the development of skills in reading, writing and speaking and listening.

Science Notebooks Research-Based Strategies on how to implement them in today's science classroom by Karen Shepherd.

February 19, 2013 EXPLICIT INSTRUCTION.  After achieving a working knowledge and components of explicit instruction, teachers will self-assess their.

1. How can we gather and use evidence of the qualities of teaching performance that inspire, engage, and sustain students as learners – to improve teaching.

NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. COMMON.

Designing Quality Assessment and Rubrics

New Goal Clarity Coach Training October 27, 2017

We will get started as soon as everyone arrives.

EdTPA - Where do I begin? Jenn Hatch Knight NBCT, M.Ed. edTPA Student Support Coordinator.

CUTM 4012: Methods of Teaching English

Presentation transcript:

PACT Feedback Rubric Pilot Results with UC Davis English Cohort

2007/08 Pilot Results N= 12 6 Scorers (no models for training) Score Distribution: Score candidates (1 scored twice with scores of 1 & 2) Score candidates Score candidates * In general, feedback scores were lower than overall PACT scores. We're going to highlight its importance more in courses and in our supervision feedback to increase skills.

Weaknesses little or no feedback shown for written work, although trends in performance were well documented by candidate feedback on written work provided no help in how to "analyze more thoroughly" or "provide evidence" written comments/marks focused on spelling and conventions errors, rather than responding to ideas in essays explicit grammar corrections are not made (important for English learners)

Weaknesses (contd) feedback not linked to specific learning goals of the assignment some feedback appeared to lead to a specific reading, rather than encourage support for student's own interpretation attempt to foster critical thinking, but did not follow through to get response from student in discussion grammar corrections on student work were wrong (1 example) feedback ranged over several assessments, so documentation was very general (larger problem with PACT document)

Strengths oral responses to students in video provided encouragement and probed for deeper thinking (multiple examples) peer review process and discussion demonstrated potential for students to understand ways to improve their written work oral feedback utilized questions and answers to jog prior knowledge and schema from earlier lessons, other disciplines, or "real life" examples candidate addressed general performance weaknesses with whole class after reviewing assessments

Strengths (contd) multiple avenues of feedback around learning goals - teacher corrections and comments, peer review process - both orally and on written work use of rubrics with individual feedback related to task expectations clear and specific feedback with suggestions for mastering key concepts/standards; included opportunities for students to reflect on their own work and plan for next steps in essay writing process

Teaching Candidates About Effective Feedback Courses: Present concept of feedback within contexts of lesson planning and academic language development Focus on both oral and written feedback strategies - content and academic language, prioritizing corrections Present PACT rubric expectations Evaluate lessons and video clips of teaching for clarity, consistency, instructional support, balance Role play scenarios to practice conferencing with students Provide examples appropriate to each discipline Discuss common readings

Teaching Candidates About Effective Feedback (contd) Supervision Feedback: Regular observations of teaching include attention to oral and written feedback focused on task-specific performance improvement Seminar discussion of feedback appropriate for written assignments - peers look at assignment demands, student performance, and ways to structure feedback effectively - in advance of PACT work

Resources on Feedback Hattie, 1. & TimperIey, H. (2007). The power of feedback. Review of Educational Research, 77, Scarcella, R. (2003). Providing effective feedback. In R. Scarcella, Accelerating academic English: A focus on the English learner (pp ). Oakland, CA: Regents of the University of CA.