How can we use assessment techniques to enhance the learning of paraeducators?... Or, how do we know if our students are l...
Objectives <ul><li>Learn about a variety of assessment techniques including classroom, course, and program assessments. </...
Turn to your neighbor <ul><ul><li>Introduce yourself </li></ul></ul><ul><ul><li>What role brings you to this conference? <...
<ul><li>What are the various types of assessments that we currently use? </li></ul><ul><li>Why do we do assessment? </li><...
Formative Assessment <ul><li>Done at the beginning or during a program. </li></ul><ul><li>Provides immediate evidence of s...
Summative Assessment <ul><li>Comprehensive assessment of student learning at the end of a course or program. </li></ul><ul...
Formative Assessment in the College Classroom No Surprises at Quiz, Paper or Test Time!
Formative Assessment <ul><li>Classroom Assessment </li></ul><ul><ul><li>Mutually beneficial </li></ul></ul><ul><ul><li>Con...
An Excellent Resource . . . <ul><li>Angelo, Thomas and Cross, K. Patricia   A , Classroom Assessment Techniques - A Handbo...
Steps for Effective Assessment <ul><li>Check for measurable course goals  </li></ul><ul><li>Determine concept or skill to ...
Which Assessments? <ul><li>Teaching Goals Inventory </li></ul><ul><li>Pages 20-22 in the yellow portion of your packet </l...
Teaching Goals Inventory <ul><li>Scan Inventory  on page 20-21 in the yellow portion of your packet. </li></ul><ul><li>Cho...
My TGI – Intro Class 44-52 36-43 26 – 35 48 – 25 9-17 1-8 Goals Work & Career Prep Personal Development Discipline-Specifi...
What Do the Cluster Scores Suggest? <ul><li>Essential outcomes require Higher Order Thinking Skills (HOTS) </li></ul><ul><...
Examples of CATs by Cluster <ul><li>Many CATs fall into several clusters </li></ul><ul><li>Higher Order Thinking Skills </...
Examples of CATs by Cluster <ul><li>Basic Academic Skills </li></ul><ul><ul><li>One Minute Paper </li></ul></ul><ul><ul><l...
Examples of CATs by Cluster <ul><li>Personal Development </li></ul><ul><ul><li>Self Assessment -- Ways of Learning </li></...
Let’s Try Some <ul><li>Examples on packet pages  </li></ul><ul><li>Turn to your neighbor </li></ul><ul><ul><li>Quickly sca...
CATs <ul><li>Provide feedback in time to make changes in teaching </li></ul><ul><li>Produce data in a quick and easy way <...
Muddiest Point <ul><li>Muddiest Point </li></ul><ul><li>Leave it in the box by the door, as you leave! </li></ul><ul><li>Q...
Authentic Assessment
Recent research on the brain and  how it learns tells us: <ul><li>The brain wants to know that new information is importan...
<ul><li>“…deep learning, learning for real comprehension, comes through a sequence of  experience, reflection,  abstractio...
Some keys for teachers: <ul><li>Meaning or relevance </li></ul><ul><li>Test if information being stored </li></ul><ul><li>...
1. Meaning or relevance <ul><li>Attempt to convince of relevance daily </li></ul><ul><ul><li>Stories of how paraeducators ...
2. To test whether information is in long-term storage, Sousa says  the test needs to: <ul><li>Be given  no sooner  than 2...
To test, I use “in class activities”. <ul><li>Usually involving application to a case </li></ul><ul><li>For those concepts...
3. Application or experience <ul><li>Daily application homework </li></ul><ul><ul><li>If currently working as paraeducator...
Major assignments <ul><li>Intro to Disabilities Services course </li></ul><ul><ul><li>Observation Assignments (special edu...
<ul><li>Observation & Management of Behavior course </li></ul><ul><ul><li>Observation Assignment – apply skills in definin...
<ul><li>Career & Transition Services course </li></ul><ul><ul><li>Career Assessment Assignment </li></ul></ul><ul><ul><ul>...
<ul><li>Field Experience in Career & Transition Services </li></ul><ul><ul><li>110 hours in field  </li></ul></ul>Major as...
How do paraeducators/aspiring paraeducators respond to these assignments? <ul><li>“ At first when I saw the Assignment Pac...
For information about specific assignments, contact: <ul><li>Doug Van Oort, Assistant Professor Kirkwood Community College...
Assessment PHASES OF THE MEASUREMENT PROCESS <ul><li>Performance indicators/Standards developed </li></ul><ul><li>Re-state...
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How Can We Use Assessment Techniques to Enhance the Learning of Pareducators? Or, How Do We Know if Our Students Are Learning?

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Presentation from the 2006 National Resource Center for Paraprofessionals Conference
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  • How Can We Use Assessment Techniques to Enhance the Learning of Pareducators? Or, How Do We Know if Our Students Are Learning?

    1. 1. How can we use assessment techniques to enhance the learning of paraeducators?... Or, how do we know if our students are learning? National Conference on the Training of Paraprofessionals Minneapolis, MN May 11, 2006 Presented by: Carolyn Cleveland, Julie Wenzel Susan Simon, & Doug Van Oort Kirkwood Community College 6301 Kirkwood Blvd SW Cedar Rapids, Iowa
    2. 2. Objectives <ul><li>Learn about a variety of assessment techniques including classroom, course, and program assessments. </li></ul><ul><li>Participate in using classroom assessment techniques. </li></ul><ul><li>Gain an understanding of assessing diversity requirements within a specific course. </li></ul><ul><li>Review a variety of authentic assessments. </li></ul><ul><li>Understand how assessments are used to change competencies, courses, and programs. </li></ul>
    3. 3. Turn to your neighbor <ul><ul><li>Introduce yourself </li></ul></ul><ul><ul><li>What role brings you to this conference? </li></ul></ul>
    4. 4. <ul><li>What are the various types of assessments that we currently use? </li></ul><ul><li>Why do we do assessment? </li></ul><ul><li>Formative assessment </li></ul><ul><li>Summative assessment </li></ul>
    5. 5. Formative Assessment <ul><li>Done at the beginning or during a program. </li></ul><ul><li>Provides immediate evidence of student learning. </li></ul><ul><li>Purpose to improve quality of student learning and instructional quality. </li></ul><ul><li>Faculty may design curricular modifications based on analysis of assessments. </li></ul>
    6. 6. Summative Assessment <ul><li>Comprehensive assessment of student learning at the end of a course or program. </li></ul><ul><li>Based on cumulative learning experiences. </li></ul><ul><li>Use a variety of methods and measures. </li></ul>
    7. 7. Formative Assessment in the College Classroom No Surprises at Quiz, Paper or Test Time!
    8. 8. Formative Assessment <ul><li>Classroom Assessment </li></ul><ul><ul><li>Mutually beneficial </li></ul></ul><ul><ul><li>Context Specific </li></ul></ul><ul><ul><li>ONGOING </li></ul></ul><ul><li>Summative Assessment or </li></ul><ul><li>Evaluation </li></ul>
    9. 9. An Excellent Resource . . . <ul><li>Angelo, Thomas and Cross, K. Patricia A , Classroom Assessment Techniques - A Handbook for College Teachers, second Edition, San Francisco: Jossey-Bass, A Wiley Company, 1993 </li></ul>
    10. 10. Steps for Effective Assessment <ul><li>Check for measurable course goals </li></ul><ul><li>Determine concept or skill to assess </li></ul><ul><li>Assess concept or skill </li></ul><ul><li>Analyze data </li></ul><ul><li>Give feedback </li></ul><ul><li>Adjust teaching </li></ul><ul><li>Begin cycle again </li></ul>
    11. 11. Which Assessments? <ul><li>Teaching Goals Inventory </li></ul><ul><li>Pages 20-22 in the yellow portion of your packet </li></ul><ul><li>Self Scoring Worksheets </li></ul>
    12. 12. Teaching Goals Inventory <ul><li>Scan Inventory on page 20-21 in the yellow portion of your packet. </li></ul><ul><li>Choose one section </li></ul><ul><li>Look at a second section </li></ul><ul><li>Rate the groups in your mind. </li></ul><ul><li>Look at self-scoring worksheet </li></ul>
    13. 13. My TGI – Intro Class 44-52 36-43 26 – 35 48 – 25 9-17 1-8 Goals Work & Career Prep Personal Development Discipline-Specific Knowledge Basic Academic Skills Higher Order Thinking Skills Liberal Arts & Academic Values 2.1 22 VI 1.5 12 V 1 10 IV 1.5 12 III 2.22 20 II 3.375 27 I Score Sum Name #
    14. 14. What Do the Cluster Scores Suggest? <ul><li>Essential outcomes require Higher Order Thinking Skills (HOTS) </li></ul><ul><li>CATS organized 3 ways </li></ul><ul><ul><li>Alpha </li></ul></ul><ul><ul><li>By cluster </li></ul></ul><ul><ul><li>By courses from examples </li></ul></ul><ul><li>Check the cluster number on chart </li></ul>
    15. 15. Examples of CATs by Cluster <ul><li>Many CATs fall into several clusters </li></ul><ul><li>Higher Order Thinking Skills </li></ul><ul><ul><li>Application Cards </li></ul></ul><ul><ul><li>Concept Maps </li></ul></ul><ul><ul><li>Defining Features Matrix </li></ul></ul><ul><ul><li>One Sentence Summary </li></ul></ul>
    16. 16. Examples of CATs by Cluster <ul><li>Basic Academic Skills </li></ul><ul><ul><li>One Minute Paper </li></ul></ul><ul><ul><li>Muddiest Point </li></ul></ul><ul><ul><li>One Sentence Summary </li></ul></ul><ul><ul><li>Focused Listing </li></ul></ul>
    17. 17. Examples of CATs by Cluster <ul><li>Personal Development </li></ul><ul><ul><li>Self Assessment -- Ways of Learning </li></ul></ul><ul><ul><li>Pro & Con Grid </li></ul></ul><ul><ul><li>Productive Study Time Logs </li></ul></ul>
    18. 18. Let’s Try Some <ul><li>Examples on packet pages </li></ul><ul><li>Turn to your neighbor </li></ul><ul><ul><li>Quickly scan CAT examples </li></ul></ul><ul><ul><li>How could you make use of one of them? </li></ul></ul>
    19. 19. CATs <ul><li>Provide feedback in time to make changes in teaching </li></ul><ul><li>Produce data in a quick and easy way </li></ul><ul><li>Are helpful for instructor AND student </li></ul><ul><li>Lead to mastery teaching and learning </li></ul>
    20. 20. Muddiest Point <ul><li>Muddiest Point </li></ul><ul><li>Leave it in the box by the door, as you leave! </li></ul><ul><li>Questions? </li></ul>
    21. 21. Authentic Assessment
    22. 22. Recent research on the brain and how it learns tells us: <ul><li>The brain wants to know that new information is important and will be used in the future. </li></ul><ul><li>Laura Erlauer, The Brain-Compatible Classroom </li></ul><ul><li>“… working memory …asks just two questions to determine whether an item is saved or rejected. They are: </li></ul><ul><ul><li>Does this make sense? </li></ul></ul><ul><ul><li>Does this have meaning?” </li></ul></ul><ul><ul><ul><li>Relevant? Why learn it? </li></ul></ul></ul><ul><li>David Sousa, How the Brain Learns </li></ul><ul><li>Of the two, “meaning has the greater impact on the probability that information will be stored.” </li></ul>
    23. 23. <ul><li>“…deep learning, learning for real comprehension, comes through a sequence of experience, reflection, abstraction, and active testing ”. </li></ul><ul><li>James E. Zull </li></ul><ul><li>The Art of Changing the Brain </li></ul>
    24. 24. Some keys for teachers: <ul><li>Meaning or relevance </li></ul><ul><li>Test if information being stored </li></ul><ul><li>Require application or experience </li></ul>
    25. 25. 1. Meaning or relevance <ul><li>Attempt to convince of relevance daily </li></ul><ul><ul><li>Stories of how paraeducators (or teachers, parents, etc.) have successfully used information </li></ul></ul><ul><ul><li>Opportunities for students to discuss, share related personal experiences </li></ul></ul><ul><ul><li>Assign application homework (or at least how this could be applied) & then discuss results in subsequent classes </li></ul></ul>
    26. 26. 2. To test whether information is in long-term storage, Sousa says the test needs to: <ul><li>Be given no sooner than 24 hours after learning </li></ul><ul><li>Test precisely what should have been retained </li></ul><ul><li>Come as a surprise to the learner, with no warning or prep time (explain purpose to students; not punitive!) </li></ul>
    27. 27. To test, I use “in class activities”. <ul><li>Usually involving application to a case </li></ul><ul><li>For those concepts & strategies I feel paraeducators will need most in their work : </li></ul><ul><ul><li>*Designing adaptations or job modifications </li></ul></ul><ul><ul><li>Using Prompt Hierarchy to encourage independence </li></ul></ul><ul><ul><li>Dealing with negative behavior in positive ways </li></ul></ul><ul><ul><li>*Diagnosing cause of maladaptive behavior </li></ul></ul><ul><ul><li>Writing a task analysis </li></ul></ul><ul><li>Random/unannounced </li></ul><ul><li>Low point value </li></ul><ul><li>Typically given during next class period after learning & practicing them (usually 2-5 days after learning) </li></ul>
    28. 28. 3. Application or experience <ul><li>Daily application homework </li></ul><ul><ul><li>If currently working as paraeducator, apply to their work (permission from supervising teacher necessary with some strategies) </li></ul></ul><ul><ul><li>If not currently working as paraeducator, reflect on how this information/strategy could be used </li></ul></ul><ul><li>In-class activities </li></ul><ul><li>Major assignments </li></ul>
    29. 29. Major assignments <ul><li>Intro to Disabilities Services course </li></ul><ul><ul><li>Observation Assignments (special education & community services settings) - observe professionals applying information & strategies </li></ul></ul><ul><ul><li>Mentor Interview Assignment – interview working professional about variety of issues related to profession, including application of strategies </li></ul></ul><ul><ul><li>Teaching Assignment – apply strategies in teaching knowledge or skill to small group of classmates </li></ul></ul><ul><ul><li>Service Learning Assignment – apply in real life special education or community services setting of their choice </li></ul></ul><ul><ul><ul><li>12 hours of service, but will increase to 15 hours next year </li></ul></ul></ul><ul><ul><ul><li>Performance evaluated by site supervisor </li></ul></ul></ul>
    30. 30. <ul><li>Observation & Management of Behavior course </li></ul><ul><ul><li>Observation Assignment – apply skills in defining, observing, recording & charting a real person’s behavior </li></ul></ul><ul><ul><li>Design Social Skills Teaching Plan Assignment – given a hypothetical case, apply skills </li></ul></ul><ul><ul><li>Design Individualized Behavior Plan Assignment – given a hypothetical case, apply skills </li></ul></ul><ul><ul><li>Self-Management Plan Assignment – help real person design self-management plan </li></ul></ul>Major assignments
    31. 31. <ul><li>Career & Transition Services course </li></ul><ul><ul><li>Career Assessment Assignment </li></ul></ul><ul><ul><ul><li>Take real career assessment, or </li></ul></ul></ul><ul><ul><ul><li>Administer career assessment to real person </li></ul></ul></ul><ul><ul><li>Job Seeking & Job Keeping Skills Assignment – design instructional plan for hypothetical group of students </li></ul></ul><ul><ul><li>Job Analysis Assignment – analyze a real job </li></ul></ul><ul><ul><li>Job Modification Assignment – given hypothetical cases, apply skills </li></ul></ul><ul><ul><li>Job Instruction Assignment – role plays done in class </li></ul></ul><ul><ul><li>Job Coach Observation & Interview Assignment – observe working professional applying skills & ask questions about application </li></ul></ul>Major assignments
    32. 32. <ul><li>Field Experience in Career & Transition Services </li></ul><ul><ul><li>110 hours in field </li></ul></ul>Major assignments
    33. 33. How do paraeducators/aspiring paraeducators respond to these assignments? <ul><li>“ At first when I saw the Assignment Packet, I about freaked! But everything had a purpose, & I could see how I’ll use it as a paraeducator.” </li></ul><ul><li>“ Gave me a better understanding on things for me to take to my job now & in the future.” </li></ul><ul><li>“ Everything that we learned can be applied to our future or present careers/jobs.” </li></ul><ul><li>“ I could apply it to where I am working. Out of all the classes @ Kirkwood, I have learned the most in this class.” </li></ul>
    34. 34. For information about specific assignments, contact: <ul><li>Doug Van Oort, Assistant Professor Kirkwood Community College </li></ul><ul><li>[email_address] </li></ul><ul><li>319-398-4936 or </li></ul><ul><li>1-800-332-2055 x4936 </li></ul>
    35. 35. Assessment PHASES OF THE MEASUREMENT PROCESS <ul><li>Performance indicators/Standards developed </li></ul><ul><li>Re-state competencies </li></ul><ul><li>Identify strengths and weaknesses over several semesters on assignments and competencies </li></ul><ul><li>Assignments and experience developed to master competencies </li></ul><ul><li>Alter teaching strategies </li></ul><ul><li>Identify strengths and weaknesses on individual competencies </li></ul><ul><li>Create composite of class achievement on individual competencies </li></ul><ul><li>Competencies developed </li></ul><ul><li>Change assignments </li></ul><ul><li>Identify strengths and weaknesses on assignments </li></ul><ul><li>Record individual achievement on specific assignments </li></ul><ul><li>Knowledge and skills identified </li></ul>IV.MODIFICATION III. ANALYSIS/ EVALUATION II. DATA COLLECTION I. PROGRAM

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