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# Edsteps Process CCSSO

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### Edsteps Process CCSSO

1. 1. Building EdSteps A resource for teaching and assessment Writing • Global Competence • Creativity Problem Solving • Analyzing Information
2. 2. EdSteps is …  A Web-based resource that teachers, students, and parents can use to compare one student’s work to the work of many others.  An illustrated answer to the question: Where is my student now — and what should he or she do to improve?
3. 3. EdSteps is … Groundbreaking An online resource for teaching and assessment in areas that are typically difficult and costly to assess:  Writing  Global Competence  Creativity  Problem Solving  Analyzing Information
4. 4. EdSteps is … Grassroots Teachers, students, and parents submit work samples. Work samples are welcome from:  Kindergarten through high school students  College and graduate students  Individuals in the workplace  Any state, any country
5. 5. EdSteps is … Guidance Student work is ranked on a continuum of progress — from emerging to accomplished work — so that it is clear what a student should do to improve.
6. 6. Creating a continuum of student work  Paired comparisons: Reviewers look at two pieces of student work and decide which is more effective.  Ranking: Thousands of such comparisons will be used to rank work samples and create a continuum — a gradual progression — from emerging to accomplished work.  More than a score: The continuum provides a clear picture — through work samples — of how a student can do better.
7. 7. Creating a continuum of student work  Select 1,000 representative samples from a collection of 5,000 samples.  1,000 samples of student work will generate 125,000 pairs of work.  Each pair will be judged by at least 100 reviewers.  The work is then ranked on a numerical scale from emerging work to accomplished work.
8. 8. More than a score EdSteps offers:  Context for each work sample. Visitors will see detail about each student work sample, including the grade level of the student who created the work. (Work samples will not include the author’s name or school.)  Reflections on the work by educators and visitors.  Options for searching.
9. 9. Global Competence
10. 10. Global Competence  Global Competence is the knowledge, skills, and dispositions to understand and act creatively and innovatively on issues of global significance.
11. 11. Global Competence Matrix Investigate Recognize Communicate Take the World Perspectives Ideas Action Students Students Students Students investigate the recognize their communicate translate their world beyond own and others’ their ideas ideas and their immediate perspectives. effectively with findings into environment. diverse appropriate audiences. actions to improve conditions.
12. 12. Global Competence Matrix Investigate Recognize Communicate Take the World Perspectives Ideas Action Students investigate the world beyond their immediate environment. Students:  Identify an issue, generate a question, and explain the significance of locally, regionally, or globally focused researchable questions.  Use a variety of languages and domestic and international sources and media to identify and weigh relevant evidence to address a globally significant researchable question.  Analyze, integrate, and synthesize evidence collected to construct coherent responses to globally significant researchable questions.  Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions.
13. 13. Global Competence Matrix Investigate Recognize Communicate Take the World Perspectives Ideas Action Students recognize their own and others’ perspectives. Students:  Recognize and express their own perspective on situations, events, issues, or phenomena and identify the influences on that perspective.  Examine perspectives of other people, groups, or schools of thought and identify the influences on those perspectives.  Explain how cultural interactions influence situations, events, issues, or phenomena, including the development of knowledge.  Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives.
14. 14. Global Competence Matrix Investigate Recognize Communicate Take the World Perspectives Ideas Action Students communicate their ideas effectively with diverse audiences. Students:  Recognize and express how diverse audiences may perceive different meanings from the same information and how that impacts communication.  Listen to and communicate effectively with diverse people, using appropriate verbal and non-verbal behavior, languages, and strategies.  Select and use appropriate technology and media to communicate with diverse audiences.  Reflect on how effective Communication impacts understanding and collaboration in an interdependent world.
15. 15. Global Competence Matrix Investigate Recognize Communicate Take the World Perspectives Ideas Action Students translate their ideas and findings into appropriate actions to improve conditions. Students: Identify and create opportunities for personal or collaborative action to address situations, events, issues, or phenomena in ways that improve conditions. Assess options and plan actions based on evidence and the potential for impact, taking into account previous approaches, varied perspectives, and potential consequences. Act, personally or collaboratively, in creative and ethical ways to contribute to improvement locally, regionally, or globally and assess the impact of the actions taken. Reflect on their capacity to advocate for and contribute to improvement locally, regionally, or globally.
16. 16. Building EdSteps: Submit student work  EdSteps invites submission of work in two areas in spring 2010:  Writing  Global Competence  This is not a contest for the “best” work. Submissions are needed that illustrate work at all levels of achievement and from all grade levels.  Teachers, parents, and students can submit work samples online.  Submission of work in the other areas will follow.
17. 17. Join us in building EdSteps  Council of Chief State School Officers  The New York Times Knowledge Network and Epsilen  School districts and state departments of education  Nonprofit organizations  Businesses  Supported with funding from the Bill & Melinda Gates Foundation
18. 18. www.edsteps.org