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1/27 CRESST/UCLA A Sample of CRESST Research Ronald Dietel Arizona Educational Research Organization Phoenix, AZ - October 19-20, 2006 UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards, and Student Testing
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2/27 CRESST/UCLA CRESST Background 1966 - Center for the Study of Evaluation-1996 1985 - National Center for Research on Evaluation, Standards, and Student Testing 1990’s - Research on performance assessment and standards-based assessment Today - POWERSOURCE and more
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3/27 CRESST/UCLA CRESST Partners UCLA Faculty Non-faculty External Universities Colorado Stanford Harvard USC Maryland
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4/27 CRESST/UCLA Model-Based Assessment Cognitive Families Content Understanding Problem Solving Teamwork and Collaboration MetacognitionCommunication Learning
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5/27 CRESST/UCLA Performance Assessment Research Findings “If this is the way you are testing, then this is the way we are going to teach.” Kathy Comfort, 1992 CRESST Conference
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6/27 CRESST/UCLA Performance Assessment Research Findings Drive instruction Not comparable Expensive to develop and score Many tasks required to produce reliable scores May not differentiate between learners Group assessment validity issues
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7/27 CRESST/UCLA Effects of Testing
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8/27 CRESST/UCLA Effects of Testing
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9/27 CRESST/UCLA NCLB - Bob Linn Tests are relatively inexpensive Test changes can be implemented quickly Test results are visible Test creates instructional changes that are difficult to legislate
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10/27 CRESST/UCLA Achievement Level Disparity
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11/27 CRESST/UCLA Achievement Level Challenges
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12/27 CRESST/UCLA NAEP vs.. State Scores
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13/27 CRESST/UCLA High NCLB Expectations
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14/27 CRESST/UCLA Rubber Meets the Road
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15/27 CRESST/UCLA Arizona NAEP - Mathematics GradeYearPercent at or Above Proficient 4199213 199615 200016 200325 200528 8199013 199215 199618 200020 200321 200526
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16/27 CRESST/UCLA Arizona NAEP - Reading
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17/27 CRESST/UCLA State NCLB Trajectories
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18/27 CRESST/UCLA ELL Challenges
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19/27 CRESST/UCLA NCLB Recommendations Set realistic goals - Existence Proof Measure AYP using growth in achievement Explore common proficiency definitions that improve credibility and comparability
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20/27 CRESST/UCLA ELL Recommendations Focus on reading Closely track ELL performance Modify test questions Give credit for ELL re-designation Use test accommodations, check validity
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21/27 CRESST/UCLA Distance Learning Research Extraneous content Verbal instructions vs. on-screen instructions Worked examples Feedback Time Management Goal Setting
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22/27 CRESST/UCLA Accountability and Assessment Comprehensive Center (AACC) WestEd/CRESST Partnership Assist regional comprehensive centers and states Three strands Special Populations Data Use and Diagnostic Assessment State Assessment Support Dissemination
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23/27 CRESST/UCLA www.aacompcenter.org
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24/27 CRESST/UCLA Other CRESST Work CRESST Value Added Model Program Evaluation Senor-based wireless networks POWERSOURCE
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25/27 CRESST/UCLA POWERSOURCE © Study Design
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26/27 CRESST/UCLA POWERSOURCE © Focus on Big Ideas Middle school mathematics formative assessments Experimental study: (grades 6-8) Phased in approach Contact Noelle Griffin-310-825-8605; griffin@cse.ucla.edu
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27/27 CRESST/UCLA next presentation Ron Dietel voice fax email 310.794.9168 310.825.3883 ron@ucla.edu ©2006 Regents of the University of California
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