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The document discusses Common Core assessments and their goals. It explains that Common Core assessments will have two main parts: new standards and new assessments aimed at producing college and career ready students. The assessments will be more complex, requiring tasks in multiple disciplines, research, and presenting multiple points of view. They will also apply data to produce real world products. The assessments are intended to both evaluate learning outcomes and guide instruction for improved learning. They will use a variety of testing methods beyond simple right/wrong answers, including performance, constructed response, portfolios and self-reflections evaluated with rubrics.
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The document outlines the roles and responsibilities of an LCA coordinator at Blackrock Educational Centre. It discusses administrative duties like record keeping, organizing examinations, and claiming credits. It also covers facilitating team meetings three times per year to discuss the programme, tasks, modules, and exams. Additional responsibilities include planning and overseeing student tasks between September to January and February to June, general housekeeping, communication, planning, and being available to contact. The goal is to effectively manage the LCA programme through organization, communication, and support of students and staff.
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This document discusses rubrics and their use in project-based learning. It defines rubrics as tools that provide a common vocabulary for assessment and facilitate peer review. Good project-based learning problems relate to the real world, require decision-making, are multi-stage, and incorporate higher-order thinking skills. Rubrics can be used to evaluate project-based learning problems according to these criteria. The document also explores different types of rubrics and considerations for developing effective rubrics.
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2) Feedback lessons involve self/peer-assessment using a student-friendly rubric, focusing on key skills rather than the entire rubric. Students must engage with targets by redoing questions.
3) Post-mock analysis identifies absolute key skills middle-achieving students need to improve.
4) Actions include reflecting on learning intentions, providing mentors advice on target students, and producing resources on weak areas.
Formative and summative assessment
Formative assessment is used to provide feedback to students and teachers to improve learning, such as asking students to create concept maps or submit brief summaries of lectures. Summative assessment evaluates student learning at the end of a unit by comparing it to benchmarks, like midterm exams or final projects, and provides information that can guide future work. The key difference is that formative assessment is low-stakes and aimed at improvement, while summative assessment carries more weight and evaluates achievement at a point in time.
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The document discusses evaluation of instructional programs, outlining Kirkpatrick's four-level model of evaluation that assesses reaction, learning, behavior, and results. It provides details on each level, including example evaluation questions and methods to measure outcomes. The goal is to help instructors systematically evaluate their programs to improve learning and impact through assessment at each stage of the model.
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- 2. How can Common Core help? The plan will have two main parts: new standards new assessments goal producing students who are college and career ready.
- 3. Assessment EVENTS Complexity tasks in multiple disciplines Students conducting research Students presenting multiple points of view and interpretations Students required to apply data in order to produce a real world product
- 4. Assessment: Assessment is defined as the gathering of information for the purpose of making decisions about learning.
- 5. There are two categories of assessment: OF learning and FOR learning OF learning: snapshots of how much a student has learned FOR learning: occur every day in the classroom and provide date for improving learning and instruction.
- 6. Types of TESTS The purpose of testing can be formative (ongoing during learning) or summative (at the end of learning – a snapshot) The design can be norm (ITBS) or criterion referenced (Common Core) – students will not be compared to each other but will be compared to the standard The methods may include: formal, informal, written, oral, content-based, and performance- based
- 7. Common Core Assessments The majority of assessment will not be simple correct and incorrect responses. performance, constructed response, portfolio self-reflections. Rubrics will be key. Assessment will drive instruction.
- 8. Major Purposes of PARCC Assessments Determine if students are college and career ready Assess all common core standards Assess student performance Provide data that will inform instruction, indicate interventions, suggest professional development, and measure growth and provide accountability Incorporate innovative approaches
- 9. In elementary we can • make sure our students have key boarding skills such as simple techniques such as cut and paste as well as the use of all symbols.
- 10. • begin teaching research skills
- 11. • teach techniques for attacking and answering multiple choice questions that have more than one correct answer.
- 12. • focus on opinion writing.