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Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System
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Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System

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  • 1. Assessing College Readiness and Global Competency: Asia Society’s Graduation Portfolio System Jennifer Chidsey Pizzo Tim Kubik Carol Mendenhall David Molina David Morgan July 10, 2009
  • 2. www.wordle.com
  • 3. WHAT is GPS? Graduation Level Performance Outcomes Rubrics Assessment Tasks Specify Global Competence and College Readiness expected of ISSN Graduates Coordinated with coursework and assessments at all grade levels to prepare students to meet or exceed expectations for graduation level work Professional Learning •Iterative process of scoring Curriculum Frameworks student work informs teaching and English learning Coaching support History/SS •Within school and across ISSN Mathematics Science network World Languages Arts
  • 4. What questions does GPS/CF allow us to answer?
  • 5. A more detailed view…
  • 6. The Disciplines and Interdisciplinarity Global ELA H/SS Math H/SS Sci WL Arts Leadership
  • 7. Performance Outcomes Investigate the World: Produce New Global Knowledge • Generate and explain the personal and societal significance of locally, regionally, or globally focused researchable topics or questions. • Investigate approaches and actions that have been taken to address this question in the past, analyze the context in which they occurred, and evaluate proposed or enacted solutions. • Use a variety of international sources, media, methods, and languages to identify, collect and analyze the knowledge and evidence required to answer a specific research question. • Develop an argument/position based on compelling evidence that considers multiple perspectives and draws defensible conclusions.
  • 8. Rubric Scoring “Emerging” “Developing” “College “College Dimension (ELA) Ready/Proficient” Level/Advanced” MULTIPLE • Position on • Maintains a clear • Maintains a consistent • Maintains a PERSPECTIVES global/cultur position on a position on a global/ convincing position al issue or global/cultural cultural issue or theme on a global/cultural How effectively does theme may issue or theme that reflects coherent issue or theme that the student be unclear or that reflects some analysis and critical reflects nuanced understand that an waver analysis and thinking analysis and critical issue may be viewed • Does not thinking • Acknowledges and thinking from a variety of mention • Recognizes discusses multiple • Analyzes and makes perspectives and other multiple perspectives on a connections among reflect different perspectives perspectives on a global or cultural issue multiple perspectives values and contexts? on an issue global or cultural • Demonstrates an clear on a global or • Does not issue understanding of cultural issue acknowledge • Demonstrates a different cultural values • Demonstrates a different general and varied world views critical understanding cultural understanding of presented in texts of different cultural values different cultural values and the presented in values presented complexities of world texts in texts views presented in texts
  • 9. Why are we investing in this ISSN Learning System? • Supports Mission • Has the Power to Transform • Illustrates what we mean by GLOBALLY COMPETENT and COLLEGE-READY… • Is a Learning System • Draws on and Strengthens Power of a Network
  • 10. How are we designing and implementing GPS for the ISSN? • Activities from 2008-2009 • Goals for 2009-2010 – ISSN 2.0 – Partner Schools – Ongoing GPS and CF work
  • 11. How are we designing and implementing GPS for the ISSN? By June 2010, teachers in ISSN 2.0 schools will: • Understand the performance outcomes in the content areas and across contexts ( Global Leadership) • Be able to develop an assessment task which is directly linked to the performance outcomes within a content area and/or Global Leadership • Understand the difference between the assessment scoring and grading of student work produced as part of the GPS.
  • 12. Reflecting on Global Leadership Dimensions: • Investigate the World: Produce New Global Knowledge • Recognize Perspectives: Apply Cross-Cultural Understanding • Communicate Ideas: Connect and Collaborate Across Boundaries • Take Action: Enact Global Solutions
  • 13. Reflecting on Global Leadership • Select a performance outcomes that you think is particularly important for students to know/be able to do. • How could this be assessed? What would evidence look like? THINK, PAIR, SHARE
  • 14. Insights we have gained from our work this past year • Tim Kubik, Senior Consultant for History/Social Studies Team • Carol Mendenhall, Senior Consultant for ELA Team; Leader of ISSN Coaches • David Molina, Senior Consultant fr Mathematics Team • Dave Morgan, Senior Consultant for Science Team

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