Introduction assessment protocol
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The document discusses a workshop for the Bow School District on the Common Core State Standards. It outlines that teachers have been introduced to the CCSS, learned about rigor and depth of knowledge (DOK) levels, and created common assessments at DOK levels 3 and 4. It states that going forward, teachers will focus on building assessment literacy, learning to create rigorous performance tasks, analyzing student work to inform instruction, and applying protocols to reflect on assessments.
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1. What is Instructional Design
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(e) Evaluate
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The document compares and contrasts the ADDIE and Dick and Carey instructional design models. The ADDIE model is a traditional 5-phase linear model of analysis, design, development, implementation, and evaluation. In contrast, the Dick and Carey model promotes a systems view of instruction and includes more detailed phases such as identifying instructional goals and conducting formative and summative evaluations. A key difference is that the Dick and Carey model incorporates evaluation throughout the process, while ADDIE only evaluates at the final phase. Both models aim to systematically design effective instruction but take different approaches.
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3) Research-based instructional strategies are recommended to create a learning plan meeting CCSS demands, such as those outlined in QualityCore which provide resources, assessments, and reports to support instruction and evaluate student progress.
Best practices for teaching online
This document provides best practices for teaching online courses. It covers course planning, design, and delivery. For planning, it discusses initial planning phases and student communication. For design, it discusses accessibility, simplicity, consistency, and quality assurance models. It also covers learning objectives, syllabus development, rubrics, and discussion boards. For delivery, it discusses flipped classrooms, assessments, and providing feedback. Examples are given for structuring hybrid courses using a blended approach.
31 6-earthsoft-instructional coaching
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
Application of assessment and evaluation data to improve a dynamic graduate m...
1. The document describes the process of creating and refining assessment tools and curriculum for a graduate medical education workshop on research design and statistics.
2. They developed an initial assessment, pre-course survey, new classroom activities and homework, and post-course evaluation to gather data and feedback from students.
3. After implementing changes based on the assessment data, the workshop was much more successful and rigorous, demonstrating the importance of continuously collecting and using student feedback to improve a dynamic curriculum over time.
501 assignment 9 chapter 12 revision
The document discusses revising instructional materials based on formative evaluation data. Key points:
- Formative evaluation data is analyzed to identify weaknesses in instructional materials and lessons. This includes analyzing learner performance, comments, and time on task.
- Based on the analysis, revisions are made to address problems identified. Revisions can improve content, procedures, or supplement materials.
- The goal of revision is to improve the instruction for future learners based on what was learned from the formative evaluation and pilot testing. Revisions may require reexamining objectives, tests, or instructional strategies.
Assessment for learning
This document outlines an agenda for a staff development session focused on assessment for learning. It begins with establishing a shared understanding of assessment for learning and reflecting on current classroom practices. Participants will then work on developing student skills and modifying programs to better incorporate assessment for learning approaches. The goal is to help students become more self-regulated and responsible for their own learning. Key concepts that will be explored include the research supporting assessment for learning, challenges to implementing it, and strategies for clarifying learning intentions and providing effective feedback.
Curriculum implementation
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
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Introduction assessment protocol
- 1. Bow School District Common Core State Standards Feb 18, 2013 Early Release Day Workshop
- 2. Reflecting back on our process • Introduced to the CCSS • Work on understanding rigor and DOK • Created Common Assessments that were DOK 3 or 4 (Performance Assessments) • Used those assessments with students and collected student work
- 3. What lies ahead? • Build our assessment literacy • Learn an approach to create performance assessment tasks with technical quality and embed them in curriculum and instruction • Analyze and score student work from performance assessments align instructional next steps and inform tasks design to maximize the effectiveness of teaching, learning and assessment
- 4. How will we accomplish this? • Apply protocols that help guide our reflection on assessments – Modeling the tools and processes – Apply that model to our own assessments – Reflect on outcomes and how they inform instruction
- 5. Reminders about DOK • Rigor refers to the complexity of the assessment NOT the quantity or difficulty. • We need all levels of DOK 1,2,3,4 in our assessment toolbox • Currently we are working on 3 and 4
- 6. Modeling the tool and the process • Abbreviated version of the process • Note the roles people play: – Jackie Coe: Facilitator – Marcel Duhaime: Time Keeper – Don Gage: Teacher presenting work – Jackie, Marcel, Edie, Anne: Providing reflection on assessment being shared.
Editor's Notes
- As we move forward, just a few reminders about DOK. Rigor refers to the complexity of the thinking required in the assessment not the quantity or difficulty. Additional exercises and harder questions do not increase rigor. Asking a student to memorize Pii out 47 places is a tough task, but not a rigorous one. Also, please note that DOK is represented as a wheel, symbolizing that all levels are important. Our students must engage in DOK 1-4 thinking. However, we are often very comfortable designing DOK 1 & 2 assessments. We are concentrating our efforts to develop DOK 3 & 4 assignments so that we become just as comfortable pushing our students to use strategic and extended thinking.
- The following is an abbreviated version of the protocol. You can follow along on the handout and identify each of the steps. Jackie is serving as the facilitator. She participates in the discussion, but also makes sure that the group moves through the process. Marcel serves as the timekeeper and Don is the teacher presenting the work. After he distributes the work, he remains quiet until step D. You will notice that the group discussing the assessment continuously refers back to evidence they see in the student work when making statements. On the next slide, click on the blue box to play the video. You may stop and start it at any point.