This document discusses frameworks and approaches to support effective assessment and instruction in K-12 schools. It outlines three key elements of personalized, precise, and professional learning and describes approaches like universal design for learning, differentiated instruction, and tiered intervention. The goal is to improve student achievement by tailoring assessment and instruction to students' individual needs and monitoring their progress. Educators are encouraged to use a variety of assessment tools and strategies to gather meaningful data about students' strengths and difficulties to inform planning.
Evaluation plays a lot in teaching. Most of the faculty members have not undergone any pre-service training on teaching and learning. Some attempts to undergo in-service programs. The institutes could offer more in-service courses to improve the competencies of the faculty members.
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION Shisira Bania
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
Evaluation plays a lot in teaching. Most of the faculty members have not undergone any pre-service training on teaching and learning. Some attempts to undergo in-service programs. The institutes could offer more in-service courses to improve the competencies of the faculty members.
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION Shisira Bania
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
BSEDEarly Childhood Teacher Work SamplePerformance Prompt.docxcurwenmichaela
BSED/Early Childhood Teacher Work Sample
Performance Prompt
Teaching Processes
Standards and Indicators
Scoring Rubrics
Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project
Prompt for Teacher Work Sample for early childhood education
The Vision
Successful early childhood teacher candidates support learning by designing a Teacher Work Sample that employs a range of developmentally appropriate teaching strategies designed to teach children birth- eight years old. The work samples build on each student’s strengths, needs, and prior experiences. Through this performance assessment, Early Childhood teacher candidates provide credible evidence of their ability to facilitate the learning of young children by meeting the following standards:
· The teacher uses Contextual Factor information about the unique learning/teaching context appropriate to the developing child and adjusts content according to student individual differences to establish developmentally effective learning goals and objectives, plan an interactive instructional plan, and assess learning.
· The teacher sets significant, challenging, varied, and developmentally effective learning goals and objectives.
· The teacher uses multiple assessment modes and approaches aligned with developmentally effective learning goals and objectives to assess student learning before, during, and after instruction.
· The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts.
· The teacher uses on-going analysis of student learning to make instructional decisions.
· The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.
· The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Your Assignment
You are required to teach a unit, based on developmentally effective instructional goals and objectives utilizing the seven NAEYC Standards. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (summative assessment) instruction. Finally, you need to analyze and reflect on the developmental appropriateness of your instructional design, the age level educational context, the NAEYC Standards that were applied, and the individual learning gains demonstrated by your students while referring to the cognitive, socio-emotional, and physical domains of development.
The unit may take the form of one of the following, depending on the population of students in your early childhood classroom.
· Unit Work Sample: This is the traditional Teacher Work Sample, based on academic content that is appropriate to the age of .
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
BSEDEarly Childhood Teacher Work SamplePerformance Prompt.docxjasoninnes20
BSED/Early Childhood Teacher Work Sample
Performance Prompt
Teaching Processes
Standards and Indicators
Scoring Rubrics
Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project http://www.uni.edu/itq/
Prompt for Teacher Work Sample for early childhood education
The Vision
Successful early childhood teacher candidates support learning by designing a Teacher Work Sample that employs a range of developmentally appropriate teaching strategies designed to teach children birth- eight years old. The work samples build on each student’s strengths, needs, and prior experiences. Through this performance assessment, Early Childhood teacher candidates provide credible evidence of their ability to facilitate the learning of young children by meeting the following standards:
· The teacher uses Contextual Factor information about the unique learning/teaching context appropriate to the developing child and adjusts content according to student individual differences to establish developmentally effective learning goals and objectives, plan an interactive instructional plan, and assess learning.
· The teacher sets significant, challenging, varied, and developmentally effective learning goals and objectives.
· The teacher uses multiple assessment modes and approaches aligned with developmentally effective learning goals and objectives to assess student learning before, during, and after instruction.
· The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts.
· The teacher uses on-going analysis of student learning to make instructional decisions.
· The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.
· The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Your Assignment
You are required to teach a unit, based on developmentally effective instructional goals and objectives utilizing the seven NAEYC Standards. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (summative assessment) instruction. Finally, you need to analyze and reflect on the developmental appropriateness of your instructional design, the age level educational context, the NAEYC Standards that were applied, and the individual learning gains demonstrated by your students while referring to the cognitive, socio-emotional, and physical domains of development.
The unit may take the form of one of the following, depending on the population of students in your early childhood classroom.
· Unit Work Sample: This is the traditional Teacher Work Sample, based on academic content that is app ...
Assessments are an integral part of learning and teaching. Sustainable assessments are closely linked to formative assessments which provide the learners to use deep learning approaches. These assessments increase student learning achievement and engage them in on-going learning.
This slide show discusses the major elements of differentiation, with a focus on the different types of student data. Accompanying handouts are not included in this set of slides.
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
2. Supports K–12 School Effectiveness Framework: A Support for School
Improvement and Student Success (2010).
The integrated process of assessment and instruction
can support school boards developing their Board Improvement Plans for
Student Achievement (BIPSA).
It assists in:
•• aligning and focusing initiatives at the ministry, board, and school levels;
•• building capacity to help improve student learning on the level of
individuals, schools, and school systems;
•• strengthening both students’ and teachers’ sense of efficacy with respect to
improving student achievement;
•• reinforcing the understanding on the part of teachers that every student
progresses along an individual learning and growth continuum from
Kindergarten to Grade 12;
•• the use of planning tools for assessment and instruction to support student
learning;
3. This guide focuses on ways in which teachers and/or teams of educators
can plan and provide the kind of assessment and instruction that enables all
students to learn best.
Three elements – personalization, precision, and professional learning – are critical
to the process.
Personalization – provides assessment and instruction that are tailored to
students’ particular learning and motivational needs.
Precision – A system that links “assessment for learning” to evidence-informed
instruction on a daily basis, in the service of providing instruction that is precise to
the level of readiness and the learning needs of the individual student.
Professional learning – Focused, ongoing learning for every educator “in
context”, to link new conceptions of instructional practice with assessment of
student learning.
(Fullan et al., 2006, pp.16–26, 87)
4. Beliefs
•• All students can succeed.
•• Each student has his or her own unique patterns of learning.
•• Successful instructional practices are founded on evidence-based research,
tempered by experience.
•• Universal design and differentiated instruction are effective and interconnected
means of meeting the learning or productivity needs of any group of students.
•• Classroom teachers are the key educators for a student’s literacy and numeracy
development.
•• Classroom teachers need the support of the larger community to create a
learning environment that supports all students.
•• Fairness is not sameness.
5. Three Effective Approaches
Responds to a diverse group of students with
•• Universal Design for Learning (UDL),
•• Differentiated Instruction, and
•• the Tiered approach to prevention and intervention.
Used in combination, UDL and differentiated instruction enable teachers to
respond effectively to the strengths and needs of all students. UDL
provides teachers with broad principles for planning instruction for a
diverse group of students, whereas differentiated instruction allows them
to address specific skills and difficulties (Raynal & Rieunier, 1998). The two
approaches overlap, such as providing a range of instructional
strategies, resources, activities, and assessment tools in order to meet the
different strengths, needs, readiness, and learning styles or preferences of
the students in a class.
6.
7. Differentiated Instruction
Differentiated instruction (DI) is based on the idea that
because students differ significantly in their
strengths, interests, learning styles, and readiness to
learn, it is necessary to adapt instruction to suit these
differing characteristics. One or a number of the following
elements can be differentiated in any classroom learning
situation (Tomlinson, 2004):
•• the content of learning (what students are going to
learn, and when);
•• the process of learning (the types of tasks and activities);
•• the products of learning (the ways in which students
demonstrate learning);
•• the affect/environment of learning (the context and
environment in which students learn and demonstrate
learning).
8.
9. The tiered approach to ongoing prevention and
intervention offers a systematic method for the early
identification of students who are experiencing particular
difficulties and, through ongoing monitoring of their
progress, provides the precise level of support those
students need.
All these approaches help improve student achievement
because they rely on greater personalization and
precision in instruction
10.
11. Guides for
Assessment
The primary purpose of
assessment and evaluation is to
improve student learning.
To ensure that
assessment, evaluation, and
reporting are valid and
reliable, and that they lead to the
improvement of learning for all
students, teachers use practices
and procedures that:
12. The Seven Fundamental Principles
• are fair, transparent, and equitable for all students;
• support all students, including those with special education
needs, those who are learning the language of instruction (English or
French), and those who are First Nation, Métis, or Inuit;
• are carefully planned to relate to the curriculum expectations and
learning goals and, as much as possible, to the interests, learning styles
and preferences, needs, and experiences of all students;
• are communicated clearly to students and parents at the beginning of
the school year or course and at other appropriate points throughout
the school year or course;
• are ongoing, varied in nature, and administered over a period of time
to provide multiple opportunities for students to demonstrate the full
range of their learning;
• provide ongoing descriptive feedback that is
clear, specific, meaningful, and timely to support improved learning
and achievement;
• develop students’ self-assessment skills to enable them to assess their
own learning
13. The various contexts for collecting data included:
•• Student Success programs and other at-risk programs
•• programs for English Language Learners (ELLs)
•• developing Individual Education Plans (IEPs)
•• preparing report cards
•• developing student/class profiles
•• determining graduation rates.
14. The various tools through which student literacy achievement
data was collected or against which student performance was
measured included:
•• PM Benchmarks
•• Comprehension Attitude Strategies Interests (CASI)
•• Developmental Reading Assessment (DRA)
•• Oral Language Assessment
•• The Observation Survey
•• Pre-Referral Intervention Manual (PRIM)
•• Education Quality and Accountability Office (EQAO) testing
•• Brigance inventories and screens
•• Ontario Writing Assessment (OWA)
•• Canadian Achievement Tests (CAT•4)
•• Culminating Performance Tasks (CPT)
•• teacher-created assessments, samples from “marker” students,
diagnostic and culminating tasks