Assessment practices teacher performance

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Assessment practices and teacher performance presented at Mid-Hudson Principals' Center Summer Leadership Institute

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Assessment practices teacher performance

  1. 1. Assessment Practices and Teacher Performance <br />Jill Berkowicz<br />July 7, 2010<br />
  2. 2. Today’s Objectives<br />Administrators will be able to help teachers to:<br />Deepen skills to observe student learning<br />Develop processes that develop student learning<br />Expand vocabulary and thinking about evaluation of student learning and staff performance<br />
  3. 3. How do we measure that?<br />Deepen<br />Develop<br />Expand vocabulary and thinking<br />
  4. 4. By the end of the 2 hours..<br />You will be able to re-write the three objectives and<br />You will be able to list alternative ways to measure them<br />I promise!<br />
  5. 5. Context!<br />
  6. 6. Richard Elmore said…<br />In 2000 Richard Elmore said that …… “Standards-based reform localizes accountability for student learning with the school and the people who work in it…”<br />Albert Shanker Institute <br />
  7. 7. So we must…<br />Develop <br />Inform <br />Support <br />Advise <br />Encourage <br />Model <br />
  8. 8. Change in APPR<br />What does the inclusion of measuring student progress mean to classroom teachers?<br />What does the inclusion of measuring student progress mean to administrators?<br />What has to change in your thinking?<br />What has to change in your processes?<br />What do you know?<br />What do you need to know?<br />
  9. 9. What do we know about how students learn?<br />
  10. 10. Non-Negotiable<br />Reading, writing, and comprehension must be growing<br />Web-sense <br /> Team skills <br />Activity <br />Expressing knowledge in a variety of ways<br />
  11. 11. Non-Negotiable<br />Encouragement and feedback <br />Counsel and coaching <br />Differentiation must be planned and individualized<br />Things have to make sense<br />Assessment needs to be frequent and varied<br />Progress must be measured<br />
  12. 12. Non-Negotiable<br />Students engaged in solving real problems<br />Using their own knowledge<br />Obtaining new knowledge <br />Sharing it with other students and their teacher<br />Getting immediate feedback that guides their next decision or action<br />Creating something new with that knowledge<br />
  13. 13. What do we see when we look at classrooms?<br />
  14. 14. What Can Learning Look Like?<br />
  15. 15. What should we see when we look at classrooms?<br />
  16. 16. What we want for our students<br />
  17. 17. How Can Progress Be Measured?<br />Formative Assessment<br />
  18. 18. Because it…<br />Provides Criteria for Success<br />Includes Attainable Learning Goals<br />Provides Effective Learning and Assessment Opportunities<br />Offers Evidence Based Feedback<br />Includes Self-, Peer-, and Teacher Involvement and Assessment<br />Martin-Kniep, 2010<br />
  19. 19. How do you measure?<br />Tests and quizzes<br />Research papers <br />Exhibition Portfolio submissions <br />Oral presentations <br />Authentic assessments<br />Martin-Kniep, 2010<br />
  20. 20. What can we measure?<br />Recall (information)<br />Product (use of information)<br />Performance (demonstration of information)<br />Process (using information)<br />Martin-Kniep, 2010<br />
  21. 21. Aligning Goals and PerformanceAdapted from McMillan, 2007.<br />
  22. 22. Tracking Progress<br />Teachers should use Formative Assessments to support learning and improve achievement<br />Administrators need to monitor teachers’ work with Formative Assessment including it in the Evaluation Process<br />Administrators may want to look into Value-Added Analysis in order to track student achievement school-wide.<br />
  23. 23. Let’s Re-Write Today’s Objectives<br />Administrators will be able to help teachers to:<br />Deepen skills to observe student learning by..<br />Develop processes that develop student learning by..<br />Expand vocabulary and thinking about evaluation of student learning and staff performance as evidenced by…<br />
  24. 24. Let’s do it…<br />
  25. 25. What do we have to do to prepare this generation?<br />

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