The document discusses different types of assessments used to guide instruction, including formative, summative, and interim assessments. It provides examples of each type and explains their purposes. Formative assessments are embedded in lessons and used to adjust ongoing instruction. Summative assessments evaluate skills learned over time. Interim assessments fall between formative and summative and can predict performance on summative assessments. The document emphasizes using assessment data to inform instruction and providing feedback to students.
Team 2 presents research to counter Team 1's contention about the lack of research in teacher education, positing that there has been research that informs literacy teacher educatio practices and policies.
Team 2 presents research to counter Team 1's contention about the lack of research in teacher education, positing that there has been research that informs literacy teacher educatio practices and policies.
Investigating the link between Motivation to Learn and Training Satisfaction for CTE Educators presented at Texas Career Education Summer Conference 2014.
Action research: Basic Information on Action ResearchSameer Babu M
This is a ppt about action research and its whereabouts. It also gives a few images regarding action research models. This has been presented in Department of Education, University of Kerala as a part of a National Seminar on Research
Evaluation for researchers is an important tool in assessing the merit of public and charitable services that everyone can use, and identifying ways in which those services could be improved.
Dr Helen Kara, an evaluation research specialist, presents the key elements of good practice at each stage of the evaluation process, helping you to better understand your research.
To learn more about evaluation download Helen's eBook: Beginners’ Guide to Evaluation - http://bit.ly/1Kr0vsG
Pauline Roberts_Reflection: Renewed focus for an existing problem in teacher ...Pauline K Roberts
This was the presentation given at the ATEA conference in 2015 in Darwin. If you have any feedback or questions, please contact me via my website paulinekroberts.com
Adapting Assessment Practices for Student LeadersAmma Marfo
A structured conversation conducted with Dr. Adam Peck of Stephen F. Austin University, in conjunction with Student Affairs Assessment Leaders.
For many student affairs professionals, the responsibility of collecting assessment has been an added job for which they fear they may not have sufficient time or energy to devote. Additionally, many don’t feel expert in these methodologies. Many are far more comfortable with their role as educators in helping students develop new competencies and make new discoveries. This webinar discussed some practical approaches to training student leaders to conduct valid programmatic and learning outcomes assessment in ways that benefit both students and the programs they care about most.
Investigating the link between Motivation to Learn and Training Satisfaction for CTE Educators presented at Texas Career Education Summer Conference 2014.
Action research: Basic Information on Action ResearchSameer Babu M
This is a ppt about action research and its whereabouts. It also gives a few images regarding action research models. This has been presented in Department of Education, University of Kerala as a part of a National Seminar on Research
Evaluation for researchers is an important tool in assessing the merit of public and charitable services that everyone can use, and identifying ways in which those services could be improved.
Dr Helen Kara, an evaluation research specialist, presents the key elements of good practice at each stage of the evaluation process, helping you to better understand your research.
To learn more about evaluation download Helen's eBook: Beginners’ Guide to Evaluation - http://bit.ly/1Kr0vsG
Pauline Roberts_Reflection: Renewed focus for an existing problem in teacher ...Pauline K Roberts
This was the presentation given at the ATEA conference in 2015 in Darwin. If you have any feedback or questions, please contact me via my website paulinekroberts.com
Adapting Assessment Practices for Student LeadersAmma Marfo
A structured conversation conducted with Dr. Adam Peck of Stephen F. Austin University, in conjunction with Student Affairs Assessment Leaders.
For many student affairs professionals, the responsibility of collecting assessment has been an added job for which they fear they may not have sufficient time or energy to devote. Additionally, many don’t feel expert in these methodologies. Many are far more comfortable with their role as educators in helping students develop new competencies and make new discoveries. This webinar discussed some practical approaches to training student leaders to conduct valid programmatic and learning outcomes assessment in ways that benefit both students and the programs they care about most.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Formative Assessment ppt: The idea behind this PD session was to expose teachers to techniques that they can implement in any one of the different content-areas that would allow them to frequently monitor students’ understanding. Research has shown that it is through these constant ‘checks for understanding’ that teachers are better able to adjust their instruction to maximize learning. Through formative assessment, teachers are able to cater to students’ individual needs; this is a huge concept behind differentiation.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
Foreign Language Classroom Assessment in Support of Teaching and LearningCALPER
PPT presentation by Matthew E. Poehner for the LARC/CALPER 2011-2014 Webinar Series on Language Assessment. Author discusses formative assessment and explains some aspects of dynamic assessment.
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. “Let me be as a feather.
Strong with purpose yet
light at heart, able to bend.
And, tho I might become
frayed, able to pull myself
together again.”
-Anita Sams
4. The Big 3
We plan backwards
Summative, Formative, Interim
5. Summative Assessments
– Summary of skills
learned
– Defined set of standards
– Accountability
• Inform policy
Examples
– FSA, EOC
– Map Testing
– National Ranking
– Informs our PD at
Seacoast
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.
6. Formative Assessments
– Adjusts ongoing instruction
– Explicit purpose of
diagnosing
– Embedded in learning
activity
– Small scale
• Seconds to minutes
Examples
– Weekly test
– Exit Tickets
– Small group
assessments
– Sight word tests
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.
7. Interim Assessments
– Fall between Formative
and Summative
– Likely determined by
school or district
– Predicts ability to succeed
on Summative
• “benchmark” “diagnostic”
“predictive”
Examples
– Placement Tests
– Success Maker usage
– Unit Tests
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.
8. Tiers of
Assessment
Petrie, M., Marion, S., Gong, B. (2007). Figure 1. Tiers of Assessment The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.
Formative Classroom Assessment
Minute-by-minute, integrated into
lesson
Interim Assessment
Instructional,
evaluative, predictive
Summative
Assessment
Scope and
Duration of
Cycle
Increasing
Frequency of Administration
9. Question your use of Interim
Assessments
– What knowledge do I want to gain from this
assessment?
– Who will use the information I gain?
– What action will be taken?
– How will student learning improve?
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.
10. Develop a Theory of Action…
Instructional Purposes
– Should be able to change instruction and
curriculum based on results
– Eliminate strengths and weaknesses
– Timing…results shared outside of classroom
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.
11. Develop a Theory of Action…
Evaluative Purposes
– “Interim assessments are designed for
evaluative purposes”
– Program evaluation over the years
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.
12. Develop a Theory of Action…
Predictive Purposes
– Classroom, school, district
– Think transfer students
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.
13. Interim Design
to Improve Instruction
Good
– Authentic, open-ended
– Immediate
implications
– Directly linked to
standards
Not so Good
– All multiple choice
– Graded and filed
– Linked to instruction
not standards
Petrie, M., Marion, S., Gong, B. (2007). The Role of Interim Assessments in a Comprehensive Assessment System. The Aspen Institute.
14. K5 Land
Formative is our
bread and butter
Formative assessment is a
key to school improvement.
Stiggins, R.J. (2007). Conquering the Formative Assessment Frontier. New York and London: Teachers College Press.
15. Emotional Empowerment
We want to make feathers of our students.
“The threat of pending summative assessment…the more on edge
pupils were, these teachers believed, the harder we would study and
they learn.” –Richard J. Stiggins
– When used effectively, Formative assessments build confidence
and support.
– Emotional cycle of failure
– “The learners’ own interpretations of their assessment results influence(d)
their lack of confidence and the unwillingness to keep trying.”
Stiggins, R.J. (2007). Conquering the Formative Assessment Frontier. New York and London: Teachers College Press.
16. Assuring Effective Assessment
Effective
–Clear Purpose (plan it)
–Clear Targets (the standards)
–Accurate Assessment (authentic)
–Effective Communication (feedback)
Stiggins, R.J. (2007). Conquering the Formative Assessment Frontier. New York and London: Teachers College Press.
18. The Standards
Are you teaching and assessing the standards?
https://www.lake.k12.fl.us/
19. Accurate Assessment
Not just to get data or a grade…
LAFS.K.RL.1.2 (DOK 2) With prompting and support, retell
familiar stories, including key details.
21. What’s in Your Binder?
– Copy of this PowerPoint
– Curriculum Map
– Unit 2 and 3 Breakdown
– Guided Reading Planning Posters
– Retelling Wands
– Reaching Achievement Certificates
– Guided Reading Resources and
Assessments
– Love, etc….
22. Resources
Petrie, M., Marion, S., Gong, B.
(2007). The Role of Interim
Assessments in a Comprehensive
Assessment System. The Aspen
Institute.
Petrie, M., Marion, S., Gong, B.
(2007). The Role of Interim
Assessments in a Comprehensive
Assessment System. The Aspen
Institute.
https://www.lake.k12.fl.us/
www.mrswheelerfirstblogspot.com
23.
24. Slide show has ended.
What follows are pictures of what is included in the “Assessment and Guided Reading
Resources Binder” that I made for each of the participants.
25. Binder Components
Take away ready to implement!
Retelling Wands for quick
Formative assessment
Guided Reading Planning Schedules to
stress importance of planning to assess
26. Binder Components
Take away ready to implement!
Copy of PowerPoint Curriculum Map of Kindergarten standards
to ensure assessment alignment
Unit 2 and 3 breakdown detailing standard
implementation for the next 30 days
27. Binder Components
Take away ready to implement!
Parent Resources for levels A-J for
Feedback and expectations
Focus skills to assess each leveled reader (A-M)
included comprehension games and strategy cards
28. Binder Components
Take away ready to implement!
Alphabet Charts for RTI and alphabet/sight words
games for assessments and centers
ABC Book focusing on sounds not simply
recognition
29. Binder Components
Take away ready to implement!
Running Record forms. Checklists by skill for all levels A-Z
30. Binder Components
Take away ready to implement!
Reading Response Journal Master as a means of
authentic assessment
Level Recognition Certificates for feedback
for all levels A-Z