Learning assessment technology
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Learning assessment technology aims to measure student achievement against standards and analyze the data to improve instruction. It has evolved from early standardized tests in the 1920s to include more modern tools that align with standards and guide instruction. While technology can accurately identify weaknesses, implementation requires defining goals, ensuring alignment with standards, and using results to inform teaching rather than just focusing on test scores. Challenges include costs and taking time away from instruction, so leadership must ensure tools are effectively used to benefit learning.
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Instructional Decision Making
A framework
Data –Driven Instruction
Data-driven instruction is characterized by cycles
that provide a feedback loop
in which teachers plan and deliver instruction, assess student
understanding through the collection of data, analyze the data, and
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From: Teachers know best: Making Data Work For Teachers and Students
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https://s3.amazonaws.com/edtech-production/reports/Gates-TeachersKnowBest-MakingDataWork.pdf
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Production
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an Action
Plan
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progress
Measuring
Success
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the Action
Plan
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From : Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-
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progress
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• Planner
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• What information (metrics) are needed to answer these question?
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• How can current non-data based instructional decision making be
mapped to data-based instructional decision making process?
• What are the costs associated with this endeavor?
• What are the timelines ?
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the data reveal?
• How many levels of the metric are needed to answer the
questions?
• Do the original questions need to be revised or expanded?
• Do the original metrics need to be redefined or expanded?
• What analytical tools are currently available? What tools
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• What method of analysis or evaluation will be used?
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2. Key steps in evaluation include defining goals and objectives, analyzing previous curriculum data, specifying data collection approaches and instruments, and using evaluation results to improve instruction and student success.
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Id Project 1 Final Doc Word Version
This document provides an instructional design project plan for implementing Picasa editing software training for teachers in the Washington County, South Carolina school district. The plan involves surveying 160 teachers to assess their technology skills, learning styles and interests. Based on the survey results, the teachers will be divided into two groups of 80 for 1.5 hours of hands-on training each on using Picasa's editing tools. Formative assessment will occur during the training, and teachers will demonstrate mastery by teaching Picasa to their own students within a week and creating an online photo album or blog.
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Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.
1. Four elements of the comprehensive professional development plan, include:
1. Initial Information: Professional Development
· Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc.,
2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.
· Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.
3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).
· Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).
· Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.
Part 1, 2, 3, 4: 3-Day Professional Development Plan:
Directions:
A. Complete the table. Use 12 pt. black font: Times New Roman. The table cell ...
Automating the Assessment of Learning Outcomes.pdf
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Learning outcomes what why and how
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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.
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- 18. Consider Scope http://library.csum.edu/information%20fluency/MCj03030480000%5B1%5D.jpg or Integrated with full curriculum http://www.arcspace.com/books/limited_edition/limited_1.jpg
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