S OME E LEMENTS & I DEAS L ARGE S CALE A SSESSMENT Situate.

Slides:

Advertisements

Similar presentations

Second Information Technology in Education Study (SITES) A Project of the International Association for the Evaluation of Educational Achievement (IEA)

Advertisements

WV High Quality Standards for Schools

Grading and Reporting Grades K-3. Purpose of Grading and Reporting Our primary purposes of grading and reporting include: Report student progress toward.

Site-Based Decision Making Campus Planning. Restructuring A process through which a district or school alters the pattern of its structures (vision, rules,

PRESENTED BY: LINDSAY UNIFIED SCHOOL DISTRICT THOMAS L. ROONEY, SUPERINTENDENT LANA BROWN, DIRECTOR OF CURRICULUM & INSTRUCTION High School Transition.

21st Century Social Studies Session ID 86 Presented by Christy G. Keeler, Ph.D.

NOCTI Overview Amie Birdsall and Patricia Kelley February 23, 2012.

Using the IDEA Student Ratings System: An Introduction University of Saint Thomas Fall

Renewed Outcomes-based Curriculum 6-9. Purpose for Renewal Teacher feedback –Provide concise & coherent curriculum –Time allocations have not changed.

Learning Objectives, Performance Tasks and Rubrics: Demonstrating Understanding and Defining What Good Is Brenda Lyseng Minnesota State Colleges.

Score Reporting for Interim and Summative Assessments: Claims & Targets Nancy Thomas Price, Comprehensive Assessment System Coordinator.

1 Why is the Core important? To set high expectations – for all students – for educators To attend to the learning needs of students To break through the.

Consistency of Assessment

What do international assessments measure: PISA Raymond J. Adams Washington DC, May This paper is intended to promote the exchange of ideas among.

E-Program Portfolio Let’s Begin Department of Reading and Language Arts Program Portfolio Central Connecticut State University Name: Date Submitted: Program.

Learning Goals, Scales and Learning Activities

MPR Associates 1 Albert Einstein said… “Not everything that counts can be counted and not everything that can be counted counts.” Using data well depends.

Revised Illinois Professional Teaching Standards Rori R. Carson Western Illinois University.

Community Planning Training 1-1. Community Plan Implementation Training 1- Community Planning Training 1-3.

Performance-Based Assessment June 16, 17, 18, 2008 Workshop.

Orientation to the Civic Studies 11 Integrated Resource Package (IRP) 2005.

Formulating objectives, general and specific

Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges.

Supporting the CCSS in the Science Classroom through the Science and Engineering Practices of the Next Generation Science Standards (NGSS) John Spiegel.

1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.

Assessment Group for Provincial Assessments, June Kadriye Ercikan University of British Columbia.

Margaret Heritage, CRESST Raymond Yeagley, NWEA. National Forum on Education Statistics  Mission: improve the quality, usefulness, timeliness, and comparability.

Common Core State Standards (CCSS) September 12, 2012.

INSTRUCTIONAL EXCELLENCE INVENTORIES: A PROCESS OF MONITORING FOR CONTINUOUS IMPROVEMENT Dr. Maria Pitre-Martin Superintendent of Schools.

40 Performance Indicators. I: Teaching for Learning ST 1: Curriculum BE A: Aligned, Reviewed and Monitored.

1 Community Health Volunteering Content of the presentation Introduction VSO VSO National Volunteering in Mongolia National Volunteering Managing Process.

2 The combination of three concepts constitutes the foundation for results: 1) meaningful teamwork; 2) clear, measurable goals; and 3) regular collection.

Institutional Outcomes and their Implications for Student Learning by John C. Savagian History Department Alverno C O L L E G E.

 In Cluster, all teachers will write a clear goal for their IGP (Reflective Journal) that is aligned to the cluster and school goal.

Measuring of student subject competencies by SAM: regional experience Elena Kardanova National Research University Higher School of Economics.

John AndersonTodd Rogers Don Klinger University of VictoriaUniversity of Alberta Queen’s University Charles UngerleiderBarry Anderson Victor Glickman University.

Assessment Practices That Lead to Student Learning Core Academy, Summer 2012.

Leadership of self linked with a system of formative assessment Cynthia Cuellar Astrid Fossum Janis Freckmann Connie Laughlin.

A significant and historic opportunity for states to collectively develop and adopt a core set of academic standards in Mathematics and English/Language.

1. Housekeeping Items June 8 th and 9 th put on calendar for 2 nd round of Iowa Core ***Shenandoah participants*** Module 6 training on March 24 th will.

Plenary Session 7: Technologies and Principles of Learning in Support of Teaching Delwyn L. Harnisch University of Nebraska, Lincoln.

Universal Design for Learning Alison Driekonski Walden University S. Lambertson EDUC-6714D-1 Reaching and Engaging All Learners Through Technology October.

Grading and Reporting Grades K-3. Purpose of Grading and Reporting Our primary purposes of grading and reporting include:  Report student progress toward.

Establishing educational standards and monitoring student performance Directions for methodological improvements in international assessments.

Darla Stynen. The subject matter I am teaching in my classroom, as prescribed by the school district.

Data Analysis Processes: Cause and Effect Linking Data Analysis Processes to Teacher Evaluation Name of School.

State Support for Classroom Assessment Fen Chou, Ph.D. Louisiana Department of Education National Conference on Student Assessment June 27, 2012.

Georgia will lead the nation in improving student achievement. 1 Georgia Performance Standards Day 3: Assessment FOR Learning.

Transforming the Learning, Teaching, and Leadership Environment Summer Institutes 2001 Office of Superintendent of Public Instruction/Association of Washington.

The Kirkpatrick Model organizational change Richard Lambert, Ph.D.

Project Based Learning “If I can learn the way you teach, why can’t you teach the way I learn”

Testing methods that require students to create and answer or develop a product that demonstrates knowledge or skills.

What is ACCESS for ELLs ? State assessment: Guidelines are the same as for other state testing programs. Quiet secure environments. Trained administrators.

Content and Curriculum ….. Information from Chapters 3 and 9 and from the North Carolina Standard Course of Study.

Dr. Leslie David Burns, Associate Professor Department of Curriculum and Instruction UK College of Education

OAS Overview. The Georgia OAS provides school districts, classroom teachers, students, and parents with support for classroom instruction and student.

The North Carolina Teacher Evaluation Process November 1, 2012

Required Skills for Assessment Balance and Quality: 10 Competencies for Educational Leaders Assessment for Learning: An Action Guide for School Leaders.

School practice Dragica Trivic. FINDINGS AND RECOMMENDATIONS FROM TEMPUS MASTS CONFERENCE in Novi Sad Practice should be seen as an integral part of the.

Department of Specialized Instruction & Student Services Strategic Plan – Initiative 1.

Long Range Technology Plan, Student Device Standards Secondary Device Recommendation.

Defining 21st Century Skills: A Frameworks for Norfolk Public Schools NORFOLK BOARD OF EDUCATION Fall 2009.

1 Perspectives on the Achievements of Irish 15-Year-Olds in the OECD PISA Assessment

New Survey Questionnaire Indicators in PISA and NAEP

Assessment and Report Cards

Classroom Assessment Validity And Bias in Assessment.

Reflective Problem Solving Collaborative Problem Solving

TESTING AND EVALUATION IN EDUCATION GA 3113 lecture 1

Presentation transcript:

S OME E LEMENTS & I DEAS L ARGE S CALE A SSESSMENT Situate

Elements Purposes Information targets Administration Scoring Analysis Reporting

Purposes Generate estimates of student achievement of important learning outcomes In order to: provide feedback to students, parents & teachers in relation to – other students in BC expectations or standards of performance provide information about the mean performance of various populations within the BC school system – schools, districts, the province, student sub-populations

Purposes Collect information about student traits, attitudes & perceptions Collect information about instructional conditions & practices Collect information about home & community characteristics & conditions In order to: investigate relationships amongst student, home & school traits and learning outcomes perhaps yielding instructionally relevant information about the learning performance of our students

Purpose JOA To identify, collect and analyze information related to students, schools and homes that could help educators, policy makers and the public better understand learning practices, student traits and perceptions, and instructional conditions and practices that have direct association with important learning outcomes.

Information targets Domains Achievement: The basics – reading, writing, arithmetic Other curricular areas – e.g.: science, physical activities, history, arts,... Cross curricular competencies Thinking – critical, creative reflective Communications – language & symbols, digital Personal & Social – identity, personal & social awareness and responsibility Attitudes & perceptions e.g.: self concepts, attitude to learning & schools, motivation, engagement,

Information targets Populations Students Schools School districts Province Other information Graduation / retention rates / absentee frequencies & patterns Physical health indices Social indicators – satisfaction, bullying reports, absentee rates, student/teacher engagement age / gradestatuscurricular location...

Administration Scheduling one time per cycle on demand within cycle – for individualized learning Tracks single track like current 12-month cycle or 3 year like PCAP or PISA, or... multi-track – annual for basic skills with more expansive, researchy cycle for the C 3 assessment

Cross Curricular Competencies Learning Standards Enduring Understandings

Administration Medium – paper/pencil, computer, performance/observational Scoring centralized classroom based on-line – analogous to current FSA with local report & central aggregation

Scoring Raw scores Transformed scores - normative Category levels – competency-standards related Test level Sub-tests Item level

Analysis Descriptive Comparative Relational Levels of aggregation Class/School/District/Province Student groupings – gender/status/location/...

Reporting Aggregation levels: Students & Teachers Schools School districts Province Audiences: Students & Parents Teachers & Schools School districts Province – the public/the Ministry

Reporting Content Descriptive – means, SD, distributions, correlations Comparative – jurisdictions/to standards & expectations/across time Relational – correlates of learning Commentary – informed & reasoned

end Miscellaneous Budget Security Teacher engagement Public interest & awareness Periodicity Monitoring – both the LSA & the responses