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V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
V4 amcoa+presentation+davidson+hickey+%282%29
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V4 amcoa+presentation+davidson+hickey+%282%29

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  • There is a dynamic; cycling back and forthReflection – introductionContext – about you…. Assessment is dynamic – across so much text.Expansion & contraction is also at work: we are making people expand and write more/think loosely then contract it and stick into a container of 2 pages. Tension to experience. Works throughout the course. Informality and formality is also part of the dimension. (genre and length) also issue of cohesion Interacting with the pieces.Thread between personal and professional – demonstrate how assessment is not cut off from self.To understand an issue fully, must understand context - personal and emotional.
  • Transcript

    • 1. Using theTeacher Work Sample* (TWS)to Assess & Engage StudentsJudith Davidson, Ph.D.Charmaine Hickey, Ed.D.University of Massachusetts Lowell, Graduate School of EducationFebruary 9, 2012UMass Lowell Inn & Conference CenterLowell, MassachusettsAMCOA Regional Conference (Advancing a Massachusetts Culture of Assessment) a current initiative ofand the Massachusetts Department of Higher Education
    • 2. * TWS Credits:• The Teacher Work Sample materials weredeveloped by representatives of theRenaissance Partnership Institutions inJune 2002. The Renaissance Partnershipfor Improving Teacher Quality Project(http://fpuni.edu/itg)
    • 3. What is the TeacherWork Sample?Teacher Work Sample expectations were:• Use of student and classroom context to designinstruction• Use of instructional unit learning goals thataddressed local and state content standards• Use of pre-post and formative assessment toguide instruction and measure and report learningresults• Design of instruction for all students thataddressed unit learning goals and were alignedwith concepts and processes assessed• Instructional decision making based on continuousformative assessment• Analysis and reporting of learning for all studentsand significant groups• Reflection and evaluation of teaching and learningThe Renaissance TWS Group is aconsortium of teacher preparationinstitutions that used teacher worksamples as a tool for instructionand performance assessment ofteacher candidates . They werecommitted to promotion anddevelopment of work samplesthrough sharing ofinformation, materials, expertise, and research.Their work was developed withsupport from a Title II TeacherQuality Enhancement Program(1999-2005).http://www.wku.edu/rtwsc/index.php
    • 4. TWS and Validity• The TWS is a valid process.• Rubrics, prompts and exemplars areprovided.
    • 5. Components of the TeacherWork Samples Used Today• Contextual Factors• Learning Goals• Assessment Plan• Design forInstruction• InstructionalDecision Making• Analysis of StudentLearning• Reflection andSelf-Evaluation
    • 6. What is theCapstone Course?• M.Ed.:– Curriculum & Instruction• General• Science Education Option• Autism Studies Option• Mathematics EducationConcentration– Education Administration– Reading and LanguageThis is the culminating course in theMaster’s program at the Universityof Massachusetts Lowell’sGraduate School of Education fornon-licensure students in:This is an online course.Our students are located in the U.S.and abroad.In this course they must use theTWS to demonstrate they can helpall students to achieve. They mustshow they know how to prove realprogress has been made.Yes, this is a course onassessment!
    • 7. Who are our students?Our students are working professionals in educational andcommunity positions.They are adults with diverse experiences.
    • 8. What is the instructionalintervention?• A Comprehensiveinstructional unit• Planned in Advance• Implemented• Analyzed andPresented in the TWSFormat
    • 9. How is the Syllabus for theCapstone course organized?Introduction & Choosing a Focus(Weeks 1,2,3)Designing theIntervention(Weeks 3,4,5,6)Implementing &documentingthe Intervention(Weeks 7,8,9)Analyzing &reflecting uponthe intervention.Presenting thefindings.(Weeks 10-14)
    • 10. Components of the OnlineCourse:ContainedwithinBlackboardSystemCourseMaterialsAssignmentDropboxesInternalandExternalEmailDiscussionBoards
    • 11. Examples of TWS ProjectsClassroom BasedA comprehensiveKindergarten unit onPumpkins that addressesState Course of Studyobjectives inmath, languagearts, visualarts, science, and socialstudies.Individual or Small GroupTeaching basic readingtechniques to 3 specialneeds students receivingspecial tutoring
    • 12. 5 Domains of Innovation in theUML Capstone CourseWeekly Check-InTWS PlanningAssignmentContinuousPeer &InstructorReviewImplementationMemos toDocumentInterventionClass Wiki!!
    • 13. Weekly Check-InThe weekly check-in is required ofevery student.Over time, the weekly check-in hasbecome a prime instructional area.
    • 14. Weekly Check-in Questions• What did you do lastweek in regard to thisproject?• 2. What did you learnfrom that work?• 3. What challenges didyou encounter and howdid you deal with them?• 4. What will you be doingthis week on yourproject?• 5. Do you have anyquestions, concerns, orissues that you want toraise?• 6. Anything happen toyou personally last weekthat you would like toshare? Can we celebratewith you? Can wecommiserate with you?
    • 15. TWS Planning Assignment• What skill or topic will you be teaching for the Capstone class?• Where will you conduct the Capstone experience? (your classroom oranother’s—will this be at your school? Specifics are appreciated)• Grade level you will work with (and any other specifics about the studentsyou will work with).• Whom will you go to for permission? What process will you follow forgaining permission to conduct this work?• Why is the instructional topic you have chosen of interest to you? How doesit connect with your experience, interests, and teaching background?• What are the goals or outcomes you hope to achieve through this unit?• What are some of the instructional activities you have in mind for this unit?• What are some ways that you think would be effective in assessing studentlearning for this unit?• What issues will you need to be mindful as you move forward?(Scheduling, finding materials—every situation is different. What will youhave to give special attention to?)• What are your questions about the Capstone Project?•
    • 16. Continuous Peerand InstructorReviewSelfAssessmentPeerAssessmentFormativeAssessmentSummativeAssessmentThe Capstone course consists ofmultiple layers of assessment.Everyone—the individual, fellowstudents, and instructors—haveresponsibility for assessment in thiscourse.The TWS project and its standardsare the basis for all assessment.
    • 17. ImplementationMemos toDocumentInterventionInstructor supplies a structuredform for the memos.Students are required to reflectweekly on:•What happened?•Why did it happen?•What does it mean?•How can it be improved?It is important to do this in asystematic manner during theintervention, rather than waitinguntil it is complete.
    • 18. The Class Wiki!!!• All course assignmentssaved here.• It is public to everyone inthe class.• Students are asked toreflect on the parts andthe whole.• Every student creates apersonal textbook
    • 19. SOME THINGS WE HAVELEARNED ABOUT ASSESSMENTFROM THIS EXPERIENCE:
    • 20. Assessment as a DynamicProcessInformal…FormalContractionExpansion
    • 21. All politics is personal…and sois assessment!Explore the connectionbetween the personaland professional• What do you careabout?• Why do you care?• How do you feelduring the process?• How does that affectyour performance andthe performance ofyour students?
    • 22. Documentation is a creativeact.Students document theTWS experience onmany levels:• Informally• Formally• In check-ins• In assignments• In the wiki
    • 23. Questions?

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