e-asTTle Staff Meeting PowerPoint
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This document discusses how to effectively use e-asTTle, an online formative assessment tool, to promote learning. It addresses common misperceptions about testing and how e-asTTle challenges traditional approaches. Teachers are encouraged to create tests at appropriate difficulty levels for students and to use test results to identify strengths, gaps, and areas for further teaching to better inform student learning.
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e-asTTle is an assessment tool that challenges traditional testing approaches. It aims to assess students based on their ability rather than age. Tests can be taken online or on paper. Questions adapt based on the student's responses to determine their ability level. The goal is to identify what students know and don't know to inform future learning, rather than solely providing a score. Results reports also analyze incorrect answers to guide next steps.
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E asttle
e-asTTle is an assessment tool that challenges traditional testing approaches. It aims to assess students based on their ability rather than age. Tests can be taken online or on paper. Questions adapt based on the student's responses to determine their ability level. The goal is to identify what students know and don't know to inform future learning, rather than solely providing a score. Results reports also analyze incorrect answers to guide next steps.
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The document discusses using the e-asTTle online assessment tool to monitor student learning, develop learning goals, and inform teaching. It explains that e-asTTle provides data to answer questions about a student's progress and next steps. The document also outlines how to interpret e-asTTle assessment reports, including the four quadrants showing students' strengths, gaps, achieved levels, and areas still to be achieved. It emphasizes using multiple sources of evidence, like formal tests, observations, and student self-assessments, to form a comprehensive picture of a student's learning.
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Teaching To The Test
The phrase "teaching to the test" commonly means the practice of using a state-mandated test as a guide in deciding what to teach and how to teach it. However, this simple definition understates the complexity of the issue. On one hand, teaching to the test can be a case of the tail wagging the dog, where the needs of the test becomes more important than the teaching. It can even indicate an attempt to subvert the testing process, to beat the system. But seen in a positive light, teaching to the test can describe purposeful efforts to teach students knowledge and skills that have been established as important and included in mandated standards and assessments.
Why has this become an important issue?
Almost every state now has mandated tests for students. More and more, test scores are used for accountability-to make decisions about school accreditation, staff job security or pay, and student promotion and graduation. As the tests have became more high-stakes, the practice of teaching to the test has also increased dramatically. School personnel want their students to succeed and show what they know on the tests, and they often feel pressure to use any means available to raise scores. However, while families and the general public are demanding higher standards and higher scores, there is increasing concern, sometimes very vocally expressed, that the time and effort spent teaching to the test is educationally shortchanging students.
What's wrong with teaching to tests?
There's nothing wrong with teaching the general content and skills included on a test, as long as the test is assessing the "right" things and asking students to demonstrate their knowledge in ways that parallel real-world applications. The problem often develops when a test does not match standards for what students should know and be able to do, covers a very narrow set of objectives from the broader base of knowledge and skills included in standards, or includes mostly items that focus on recall of isolated facts. In cases such as these, both experts and practicing educators fear that teaching to the test may:
- narrow or distort the curriculum;
- emphasize use of short-term over long-term memory;
- discourage creative thinking;
When is teaching to the test appropriate?
In general, the better the test, the more it can be used as a guide for good instruction. There is much less controversy about teaching to the test when the test itself:
- reflects solid content standards;
- assesses a broad range of knowledge and skills;
How can we teach to the test the right way?
- Legitimate teaching to the test is not instruction targeted at specific items that will appear on the test, or that appeared on last year's version. Instruction can, however, appropriately be targeted to the general content and skills that will be assessed.
Source: https://ebookschoice.com/teaching-to-the-test/
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Standardized tests are administered consistently to large groups of students to allow for comparisons across wide geographical areas. They typically consist of multiple choice and true/false questions. While they aim to be objective, standardized tests also have disadvantages. They may not accurately reflect a student's knowledge and can encourage cheating. They also assume all students have similar educational backgrounds.
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The document discusses grading and reporting systems. It defines grading and reporting systems as methods to evaluate and communicate student progress. There are various types of systems, including letter grades, pass-fail, checklists, portfolios, and conferences. Effective systems are clear, consistent, based on objectives, and include communication between teachers, students, and parents. The goal is to provide meaningful and understandable feedback on student performance.
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This document discusses using data to inform curriculum and instructional decisions to improve student achievement. It defines key terms like core curriculum, core maps, and diary maps. It emphasizes the importance of aligning curriculum, instruction, and assessments to standards and collecting various assessment data. Data should be analyzed by teacher teams to identify strengths, weaknesses, and root causes in order to guide goal setting and improve practices. Benchmark assessments administered periodically can provide useful data for progress monitoring and curriculum development. Software tools are available to track assessment data over time.
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Question 3 How did we get to where we are nowIdentify Gaps.docx
Question 3: How did we get to where we are now?
Identify Gaps
Resources
Data Considerations
Is data available? (Yes, No)
Is there a perceived gap as compared to the standard?
What would you define as a root cause for identified gap(s)?
Student achievement data
Total number of students
No. of students on level
No. of students below level
No. of students above level
Yes
522
158
225
139
Yes
The root cause for the identified gap would be the SWD (Students with Disabilities). The gap is created because SWD are being served in pull-out setting and missing key elements of core content instruction. Also these same students are some of the very same students who are approaching meeting grade level scores. A root cause here would also be the disconnect between the special education teachers and the general education teachers in delivery of instruction (method) and what instruction is delivered .
Teacher Working Conditions Survey (data to help identify gaps and causes).
Yes
Yes
I would define perception as root cause for identified gap.
If tutoring program is offered, is it doing what it is designed to do? (data on whether tutoring program is impacting student achievement) If not, why not?
No
Yes
The root cause for the identified gap is a disconnect with teachers who teach afterschool and what is going on with students in class.
Other programs offered by the school to close gaps? (Are they working)?
No
None
N/A
N/A
N/A
Question 3: How did we get to where we are now?
Identify Gaps
Resources
Data Considerations
Is data available? (Yes, No)
Is there a perceived gap as compared to the standard?
What would you define as a root cause for identified gap(s)?
Student achievement data
Total number of students
No. of students on level
No. of students below level
No. of students above level
Yes
522
158
225
139
Yes
The root cause for the identified gap would be the SWD (Students with Disabilities). The gap is created because SWD are being served in pull-out setting and missing key elements of core content instruction. Also these same students are some of the very same students who are approaching meeting grade level scores. A root cause here would also be the disconnect between the special education teachers and the general education teachers in delivery of instruction (method) and what instruction is delivered .
Teacher Working Conditions Survey (data to help identify gaps and causes).
Yes
Yes
I would define perception as root cause for identified gap.
If tutoring program is offered, is it doing what it is designed to do? (data on whether tutoring program is impacting student achievement) If not, why not?
No
Yes
The root cause for the identified gap is a disconnect with teachers who teach afterschool and what is going on with students in class.
Other programs offered by the school to close gaps? (Are they working)?
No
None
N/A
N/A
N/A
Running head: REFLECTIVE PAPER 1
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REFLECTIVE P ...
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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e-asTTle Staff Meeting PowerPoint
- 1. Lynley Ball E-asTTle Using e-asTTle to promote learning
- 2. Aim: to explore how we can use e-asTTle to promote learning Why Bother? This is a powerful tool and if we can use it more effectively we will support teachers and students to focus learning and target support.
- 11. Norm information one standard error of measurement around the students score. This is like the 'margin of error' reported in political polls – two out of three times the student’s true score will lie somewhere between the top and the bottom of the red circle.
- 12. Criterion information Note: When a dash appears in the e-asTTle ILP it means that the student has failed to get more than 3 questions correct in that strand. If a dash appears in the overall score it means the student has not achieved three correct answers in the test.
- 13. The quadrants – diagnostic information
- 18. For the Teacher!
- 19. For the Teacher!
- 20. Grouping
- 21. Grouping
- 22. Grouping
- 24. So what are you doing with this information?
- 26. Interpreting the Three Quadrants
Editor's Notes
- If there is a dash then none of the information that