Assessing Student Learning Models
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Assessing Student Learning Models
- 1. Approaches to Assessing Student Learning Redesigned Shirley Allen Edu697 Professor Keith Pressey October 6, 2014
- 2. Types of Models for measuring assessment 1. Status models 2. Improvement models 3. Growth models 4. Value-added models (Kowalski & Mahoney, 2008)
- 3. Status Models take a performance snapshot of student proficiency at a particular point uses data to improve teaching and learning shows how on a yearly average, how students are preforming
- 4. Improvement Model measure changes between defined groups of students this uses data to improve teaching and learning is by comparing grade levels for prior years Critics feels that such approaches have very limited utility
- 5. Growth Model track the achievement progress of students’ performance change uses data to improve teaching and learning is by showing the teacher growth in academic achievements within the school year educators need at least two scores for each student so that they can measure and compare
- 6. Value-added model isolate the specific effects of a particular school, program, or teacher on student academic progress uses data to improve teaching and learning is by separating things like family life, peers and individual influences from a student’s school performance shows the student’s growth by the school or teacher’s expectation
- 7. Theory/Reasoning Teachers should focus on students' efforts and not on their abilities Students fail, teachers should also give feedback about effort or strategies Teachers should help students’ value effort. Teachers should teach students to relish a challenge Students succeed, teachers praise their efforts/strategies, not their intelligence A key ingredient in creating mastery-oriented students Sustained effort over time is the key to outstanding achievement Transmit the joy of confronting a challenge and of struggling to find strategies that work
- 8. Theory/Reasoning Continues Teachers can help students focus on and value learning Having the right mind-set Help students think about learning, not about proving how smart they are Grades are important, but learning is more important Mind-set will help students become more able over time The effect of this, they focus on effort and strategies instead of worrying that they are incompetent when setbacks happens
- 9. References Kowalski, T., Lasley II, T. & Mahoney, J. (2008). Data driven decisions and school leadership: Best practices for school improvement. Boston: Pearson. Hopkins, G. (2004). How can Teachers Develop Students’ Motivation and Success? Retrieved on September 1, 2014, from, http://www.educationworld.com/a_issues/chat/cha t010.shtml.
Editor's Notes
- Kowalski, T., Lasley II, T. & Mahoney, J. (2008). Data driven decisions and school leadership: Best practices for school improvement. Boston: Pearson.
- Kowalski, T., Lasley II, T. & Mahoney, J. (2008). Data driven decisions and school leadership: Best practices for school improvement. Boston: Pearson.
- Kowalski, T., Lasley II, T. & Mahoney, J. (2008). Data driven decisions and school leadership: Best practices for school improvement. Boston: Pearson.
- Kowalski, T., Lasley II, T. & Mahoney, J. (2008). Data driven decisions and school leadership: Best practices for school improvement. Boston: Pearson.
- Kowalski, T., Lasley II, T. & Mahoney, J. (2008). Data driven decisions and school leadership: Best practices for school improvement. Boston: Pearson.
- Hopkins, G. (2004). How can Teachers Develop Students’ Motivation and Success? Retrieved on September 1, 2014, from, http://www.educationworld.com/a_issues/chat/chat010.shtml.
- Hopkins, G. (2004). How can Teachers Develop Students’ Motivation and Success? Retrieved on September 1, 2014, from, http://www.educationworld.com/a_issues/chat/chat010.shtml.