1) The document discusses ways to identify and measure qualities that are valued by educators and the public in schools, and suggests new ways to report achievement of these measures.
2) It provides a quick preview of new assessment tools designed to measure 21st century skills and describes the assessment practices of schools recognized as "Schools of the Future."
3) The document discusses challenges in using standardized test data and presents alternatives like developing "replica tests" based on released test items to allow international benchmarking and comparison.
Non traditional measures in assessment 090712 (1)Jonathan Martin
The document discusses assessing student skills beyond standardized tests, including creativity, practical skills, and wisdom. It describes 5 projects that assessed these additional skills through measures like storytelling, situational judgment, and factor analysis. The results showed that while standardized tests capture some skills well, other important skills are not measured, such as creativity, practical application, and ethical decision making. Assessing a broader range of skills can provide a more comprehensive view of students' abilities.
Blending assessment for 21st century learningJonathan Martin
This document explores four approaches to assessing 21st century learning: (1) assessing basic skills using computer adaptive testing, (2) assessing higher order thinking skills, (3) assessing non-cognitive skills, and (4) putting it together using project-based learning, digital portfolios, and demonstrations of learning. It also includes a sidebar on the PARCC and SMARTER Balanced assessments.
The document discusses learning assessment for the 21st century. It begins by noting the presenter's interest in experimenting with and innovating assessment, while still maintaining academic excellence and teaching 21st century skills. The presenter then discusses the need to assess what matters most through meaningful evaluations of thinking and communication skills. Various external tools are examined, such as the MAP assessment and international tests like PISA and TIMMS that can provide data for accountability and benchmarking. Developing internal assessments of 21st century skills through methods like formative assessment, project-based learning, and digital portfolios is also covered.
The document summarizes a tool called the Mission Skills Assessment (MSA) that measures six character strengths - teamwork, creativity, ethics, resilience, curiosity, and time management - that schools have identified as essential for student success. The MSA is a longitudinal assessment that benchmarks student growth in these areas over multiple years. It involves student and teacher evaluations and correlates performance with academic outcomes. Research shows that these "noncognitive" skills are strongly linked to academic achievement, life satisfaction, career success, and other positive life outcomes.
The document reviews research on the efficacy of project-based learning (PBL) in 3 sentences:
PBL has been shown to improve student learning outcomes compared to traditional instruction, with studies finding that PBL students perform equally well or better on standardized tests of content knowledge. Research also indicates PBL can help close achievement gaps for underserved groups. Multiple studies found PBL students gained as much or more content knowledge while also improving other skills like problem-solving abilities compared to traditionally taught students.
The document discusses approaches to assessment and measuring student learning outcomes. It advocates for assessing higher-order skills like critical thinking, problem-solving, and communication in addition to standardized tests. A variety of assessment tools are presented, including demonstrations of learning, surveys of student engagement, computer adaptive tests, and performance tasks. Case studies from schools show how these tools can provide meaningful feedback to improve instruction and better measure a school's impact on students. The document argues for a balanced approach to assessment that aligns with a school's unique mission and helps all stakeholders understand student learning.
In this webinar we will present a collection of classroom-based formative assessment techniques for elementary and middle grade mathematics teachers to not only consider, but also to use effectively—everyday. Our guest, Skip Fennell, will also discuss how particular formative assessment techniques can bridge to summative assessments and the preparation for such measures. Fennell will address the suggestion from the National Council of Teachers of Mathematics’ Principles to Actions: Ensuring Mathematical Success for All (2014) that educators leverage assessment opportunities to improve teaching and learning at the classroom and school level.
This document discusses the potential for learning analytics to provide insights into student learning. It notes that while basic analytics on outcomes and trends are currently used, learning analytics could offer more nuanced insights at the individual student level by analyzing digital traces of their interactions. However, it cautions that analytics need to be developed with an understanding of what types of learning and learners are being cultivated. A framework is presented for assessing "learning dispositions" like curiosity, creativity and collaboration through student surveys or behavioral analytics. The document advocates for analytics that align with cultivating lifelong, self-directed learners and sees opportunities to provide rapid feedback to students, teachers and instructional designers.
Non traditional measures in assessment 090712 (1)Jonathan Martin
The document discusses assessing student skills beyond standardized tests, including creativity, practical skills, and wisdom. It describes 5 projects that assessed these additional skills through measures like storytelling, situational judgment, and factor analysis. The results showed that while standardized tests capture some skills well, other important skills are not measured, such as creativity, practical application, and ethical decision making. Assessing a broader range of skills can provide a more comprehensive view of students' abilities.
Blending assessment for 21st century learningJonathan Martin
This document explores four approaches to assessing 21st century learning: (1) assessing basic skills using computer adaptive testing, (2) assessing higher order thinking skills, (3) assessing non-cognitive skills, and (4) putting it together using project-based learning, digital portfolios, and demonstrations of learning. It also includes a sidebar on the PARCC and SMARTER Balanced assessments.
The document discusses learning assessment for the 21st century. It begins by noting the presenter's interest in experimenting with and innovating assessment, while still maintaining academic excellence and teaching 21st century skills. The presenter then discusses the need to assess what matters most through meaningful evaluations of thinking and communication skills. Various external tools are examined, such as the MAP assessment and international tests like PISA and TIMMS that can provide data for accountability and benchmarking. Developing internal assessments of 21st century skills through methods like formative assessment, project-based learning, and digital portfolios is also covered.
The document summarizes a tool called the Mission Skills Assessment (MSA) that measures six character strengths - teamwork, creativity, ethics, resilience, curiosity, and time management - that schools have identified as essential for student success. The MSA is a longitudinal assessment that benchmarks student growth in these areas over multiple years. It involves student and teacher evaluations and correlates performance with academic outcomes. Research shows that these "noncognitive" skills are strongly linked to academic achievement, life satisfaction, career success, and other positive life outcomes.
The document reviews research on the efficacy of project-based learning (PBL) in 3 sentences:
PBL has been shown to improve student learning outcomes compared to traditional instruction, with studies finding that PBL students perform equally well or better on standardized tests of content knowledge. Research also indicates PBL can help close achievement gaps for underserved groups. Multiple studies found PBL students gained as much or more content knowledge while also improving other skills like problem-solving abilities compared to traditionally taught students.
The document discusses approaches to assessment and measuring student learning outcomes. It advocates for assessing higher-order skills like critical thinking, problem-solving, and communication in addition to standardized tests. A variety of assessment tools are presented, including demonstrations of learning, surveys of student engagement, computer adaptive tests, and performance tasks. Case studies from schools show how these tools can provide meaningful feedback to improve instruction and better measure a school's impact on students. The document argues for a balanced approach to assessment that aligns with a school's unique mission and helps all stakeholders understand student learning.
In this webinar we will present a collection of classroom-based formative assessment techniques for elementary and middle grade mathematics teachers to not only consider, but also to use effectively—everyday. Our guest, Skip Fennell, will also discuss how particular formative assessment techniques can bridge to summative assessments and the preparation for such measures. Fennell will address the suggestion from the National Council of Teachers of Mathematics’ Principles to Actions: Ensuring Mathematical Success for All (2014) that educators leverage assessment opportunities to improve teaching and learning at the classroom and school level.
This document discusses the potential for learning analytics to provide insights into student learning. It notes that while basic analytics on outcomes and trends are currently used, learning analytics could offer more nuanced insights at the individual student level by analyzing digital traces of their interactions. However, it cautions that analytics need to be developed with an understanding of what types of learning and learners are being cultivated. A framework is presented for assessing "learning dispositions" like curiosity, creativity and collaboration through student surveys or behavioral analytics. The document advocates for analytics that align with cultivating lifelong, self-directed learners and sees opportunities to provide rapid feedback to students, teachers and instructional designers.
Understanding Imagination in Project-Based Learning Claims and Evidence for S...EduSkills OECD
This presentation was given by Barbara Schneider at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
1. This document outlines a 5-step process for progress monitoring in early childhood programs: determining current performance levels, identifying goals for learning, regularly measuring performance, comparing actual progress to expected progress, and adjusting instruction.
2. It discusses the benefits of progress monitoring such as improved child learning, more efficient communication, and documentation of progress. Research shows progress monitoring leads to better outcomes in areas like decoding, fluency, and comprehension.
3. The 5 steps are: determine baseline, set goals, regularly measure performance, compare actual to expected progress, and adjust instruction. Tools may include digital tools and work samples to illustrate skills. Goals should be specific, measurable, attainable and related to expectations.
Play, create and learn: What matters most for five-year-olds?EduSkills OECD
The OECD International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked best about their kindergarten or school.
Almost all children gave very specific answers, and many explained the reasoning behind their views.
Andreas Schleicher explores what we can learn from these children and how this can help education systems provide the best possible early learning environments.
Key questions we will address are:
-Why should education leaders and practitioners listen to children’s views, including children in the early years?
-What is the role of play in early cognitive and social-emotional development?
-Is there a trade-off between intentional teaching and learning, and unstructured play?
The Evolution of Blended and Competency-Based Schooling: What Lies Beyond the...DreamBox Learning
Even when we believe we’re thinking “outside the box,” we’re often limited in our capacity to envision new school models that are more personalized, leverage technology effectively, and ultimately improve learning. When designing schools and classrooms, we often don’t realize how heavily our ideas are influenced by the assumptions and mental models we have about learning and education. In this this webinar, Dr. Tim Hudson will explore some of these hidden assumptions and help us imagine the full implications of blended learning that ensures high achievement for all students.
The document summarizes research on effective math instruction strategies. It discusses how teachers can use differentiated practices, metacognitive strategies, questioning, problem solving approaches, and direct instruction. It also emphasizes the importance of setting goals to improve student motivation and engagement. Overall, the document provides guidance to math teachers on research-backed teaching methods that support student achievement.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
Three sentences summarizing the key points:
1) While policies aim to improve readiness through rigorous coursework and test scores, students' grades are actually better predictors of their future success than test scores or courses taken. 2) Grades reflect not just content knowledge and skills, but also important noncognitive factors like behaviors, attitudes, strategies, and relationships that support school performance. 3) Noncognitive factors beyond just cognitive abilities and knowledge, such as motivation, self-control, and problem-solving skills, are critical influences on students' academic outcomes.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
The document discusses the need for 21st century learning skills to prepare students for modern life and work environments. It outlines 4 categories of 21st century student outcomes: core subjects and themes, learning and innovation skills, information/media/technology skills, and life/career skills. Each category includes competencies students must master, such as critical thinking, communication, digital literacy, initiative, and leadership. Schools must align standards, assessments, curriculum, instruction, and professional development to an educational support system that helps students achieve these 21st century outcomes.
This document discusses factors that contribute to an effective education. It explores the importance of developing surface knowledge, deep understanding, and the ability to transfer learning. The most influential factors include teachers collaborating to evaluate their impact, establishing clear success criteria, welcoming errors as learning opportunities, and providing feedback to teachers. An effective education also focuses on developing skills like self-efficacy, optimism, and resilience in students. The goal is for every student to achieve at least one year of academic growth for each year of instruction in a supportive learning environment.
Digital Tools to Advance Sustainability Literacy Julie Evans
Digital tools can help develop critical thinking skills needed for sustainability education. These skills include categorization, making connections between ideas, creating new content, and self-reflection. Digital tools that support these skills include videos, games, subscriptions, apps, online curriculum, simulations, and online textbooks. Teachers use digital content for instructional goals like providing background material, assessing knowledge, illustrating concepts, differentiating instruction, engaging students, and activating prior knowledge. Younger students use more games and subscriptions while older students use more online textbooks and simulations.
Many schools are moving toward structured frameworks for math interventions. There are eight recommendations for creating meaningful interventions:
1. Screen students to identify those at risk and provide interventions
2. Interventions should focus intensely on whole numbers in K-5 and rational numbers in grades 4-8
3. Instruction should be explicit and systematic with models, think-alouds, guided practice and feedback
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
This document provides information about math resources and professional development opportunities for teachers. It announces that a teacher lounge will be held on Tuesdays for math teachers to discuss topics and share ideas. It also shares information about math screeners that can help identify gaps in students' prerequisite knowledge. Additionally, it discusses the importance of using multiple representations in math teaching and learning.
21st century skills and project based learningmmcneffnd
This document discusses 21st century skills and project-based learning. It notes that students today need skills like critical thinking, communication, collaboration, and creativity. Project-based learning can help develop these skills by giving students meaningful projects to work on. The document provides resources and guidance for teachers to design projects, including selecting skills to focus on, developing driving questions, planning assessments, integrating technology, and structuring collaboration among students. It emphasizes the importance of finding real-world connections for projects and launching them with engaging entry events.
The document discusses closing the learning gap in mathematics through the Common Core State Standards. It identifies two primary causes of the gap: an emphasis on procedural fluency over conceptual understanding, and isolated decision making without a coherent instructional system. It advocates for teacher collaboration through professional learning communities to align practices with research, ensure equity, and agree on content, assessment, and response to intervention.
This document discusses new pedagogies for deep learning and provides examples of how to implement them. It advocates for student-centered, inquiry-based, project-driven approaches that develop competencies like creativity, communication, and critical thinking. Deep learning focuses on real-world problems, maximizes student choice, and leverages technology. The document outlines ingredients of deep learning like engagement, competencies, and using pedagogy to connect learning areas. It provides examples of deep learning units and an 8 step process for schools. The overall aim is to transform education to prepare students for a changing world.
Teaching math to english language learnersCindy Smith
This document provides strategies for teaching math to English language learners. It discusses how math uses specialized vocabulary and symbols that must be explicitly taught. Suggestions include using visual supports like word walls, concept maps, and manipulatives. The document also recommends allowing extra time, partner work, clear explanations, and relating concepts to students' experiences to help English language learners learn math.
The document discusses next generation student assessment and measuring what matters most in education. It provides examples of performance-based and computer-adaptive assessments that measure higher-order thinking skills like problem-solving, critical thinking, and written communication. These include the High School Survey of Student Engagement, NWEA MAP assessments, and the College and Work Readiness Assessment. The document advocates for balancing standardized tests with other measures that better reflect schools' educational missions.
Scott morris's open computer chem test annotatedJonathan Martin
This document contains 27 multiple choice and short answer questions related to chemistry concepts such as properties of matter, chemical equations, periodic trends, and reactions. It provides guidance on using online resources like Wolfram Alpha, Khan Academy, periodic tables, and unit converters to find answers. However, it notes that for some questions, understanding the underlying chemistry concepts is still necessary to select the right approach and apply significant figures correctly.
Understanding Imagination in Project-Based Learning Claims and Evidence for S...EduSkills OECD
This presentation was given by Barbara Schneider at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
1. This document outlines a 5-step process for progress monitoring in early childhood programs: determining current performance levels, identifying goals for learning, regularly measuring performance, comparing actual progress to expected progress, and adjusting instruction.
2. It discusses the benefits of progress monitoring such as improved child learning, more efficient communication, and documentation of progress. Research shows progress monitoring leads to better outcomes in areas like decoding, fluency, and comprehension.
3. The 5 steps are: determine baseline, set goals, regularly measure performance, compare actual to expected progress, and adjust instruction. Tools may include digital tools and work samples to illustrate skills. Goals should be specific, measurable, attainable and related to expectations.
Play, create and learn: What matters most for five-year-olds?EduSkills OECD
The OECD International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked best about their kindergarten or school.
Almost all children gave very specific answers, and many explained the reasoning behind their views.
Andreas Schleicher explores what we can learn from these children and how this can help education systems provide the best possible early learning environments.
Key questions we will address are:
-Why should education leaders and practitioners listen to children’s views, including children in the early years?
-What is the role of play in early cognitive and social-emotional development?
-Is there a trade-off between intentional teaching and learning, and unstructured play?
The Evolution of Blended and Competency-Based Schooling: What Lies Beyond the...DreamBox Learning
Even when we believe we’re thinking “outside the box,” we’re often limited in our capacity to envision new school models that are more personalized, leverage technology effectively, and ultimately improve learning. When designing schools and classrooms, we often don’t realize how heavily our ideas are influenced by the assumptions and mental models we have about learning and education. In this this webinar, Dr. Tim Hudson will explore some of these hidden assumptions and help us imagine the full implications of blended learning that ensures high achievement for all students.
The document summarizes research on effective math instruction strategies. It discusses how teachers can use differentiated practices, metacognitive strategies, questioning, problem solving approaches, and direct instruction. It also emphasizes the importance of setting goals to improve student motivation and engagement. Overall, the document provides guidance to math teachers on research-backed teaching methods that support student achievement.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
Three sentences summarizing the key points:
1) While policies aim to improve readiness through rigorous coursework and test scores, students' grades are actually better predictors of their future success than test scores or courses taken. 2) Grades reflect not just content knowledge and skills, but also important noncognitive factors like behaviors, attitudes, strategies, and relationships that support school performance. 3) Noncognitive factors beyond just cognitive abilities and knowledge, such as motivation, self-control, and problem-solving skills, are critical influences on students' academic outcomes.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
The document discusses the need for 21st century learning skills to prepare students for modern life and work environments. It outlines 4 categories of 21st century student outcomes: core subjects and themes, learning and innovation skills, information/media/technology skills, and life/career skills. Each category includes competencies students must master, such as critical thinking, communication, digital literacy, initiative, and leadership. Schools must align standards, assessments, curriculum, instruction, and professional development to an educational support system that helps students achieve these 21st century outcomes.
This document discusses factors that contribute to an effective education. It explores the importance of developing surface knowledge, deep understanding, and the ability to transfer learning. The most influential factors include teachers collaborating to evaluate their impact, establishing clear success criteria, welcoming errors as learning opportunities, and providing feedback to teachers. An effective education also focuses on developing skills like self-efficacy, optimism, and resilience in students. The goal is for every student to achieve at least one year of academic growth for each year of instruction in a supportive learning environment.
Digital Tools to Advance Sustainability Literacy Julie Evans
Digital tools can help develop critical thinking skills needed for sustainability education. These skills include categorization, making connections between ideas, creating new content, and self-reflection. Digital tools that support these skills include videos, games, subscriptions, apps, online curriculum, simulations, and online textbooks. Teachers use digital content for instructional goals like providing background material, assessing knowledge, illustrating concepts, differentiating instruction, engaging students, and activating prior knowledge. Younger students use more games and subscriptions while older students use more online textbooks and simulations.
Many schools are moving toward structured frameworks for math interventions. There are eight recommendations for creating meaningful interventions:
1. Screen students to identify those at risk and provide interventions
2. Interventions should focus intensely on whole numbers in K-5 and rational numbers in grades 4-8
3. Instruction should be explicit and systematic with models, think-alouds, guided practice and feedback
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
This document provides information about math resources and professional development opportunities for teachers. It announces that a teacher lounge will be held on Tuesdays for math teachers to discuss topics and share ideas. It also shares information about math screeners that can help identify gaps in students' prerequisite knowledge. Additionally, it discusses the importance of using multiple representations in math teaching and learning.
21st century skills and project based learningmmcneffnd
This document discusses 21st century skills and project-based learning. It notes that students today need skills like critical thinking, communication, collaboration, and creativity. Project-based learning can help develop these skills by giving students meaningful projects to work on. The document provides resources and guidance for teachers to design projects, including selecting skills to focus on, developing driving questions, planning assessments, integrating technology, and structuring collaboration among students. It emphasizes the importance of finding real-world connections for projects and launching them with engaging entry events.
The document discusses closing the learning gap in mathematics through the Common Core State Standards. It identifies two primary causes of the gap: an emphasis on procedural fluency over conceptual understanding, and isolated decision making without a coherent instructional system. It advocates for teacher collaboration through professional learning communities to align practices with research, ensure equity, and agree on content, assessment, and response to intervention.
This document discusses new pedagogies for deep learning and provides examples of how to implement them. It advocates for student-centered, inquiry-based, project-driven approaches that develop competencies like creativity, communication, and critical thinking. Deep learning focuses on real-world problems, maximizes student choice, and leverages technology. The document outlines ingredients of deep learning like engagement, competencies, and using pedagogy to connect learning areas. It provides examples of deep learning units and an 8 step process for schools. The overall aim is to transform education to prepare students for a changing world.
Teaching math to english language learnersCindy Smith
This document provides strategies for teaching math to English language learners. It discusses how math uses specialized vocabulary and symbols that must be explicitly taught. Suggestions include using visual supports like word walls, concept maps, and manipulatives. The document also recommends allowing extra time, partner work, clear explanations, and relating concepts to students' experiences to help English language learners learn math.
The document discusses next generation student assessment and measuring what matters most in education. It provides examples of performance-based and computer-adaptive assessments that measure higher-order thinking skills like problem-solving, critical thinking, and written communication. These include the High School Survey of Student Engagement, NWEA MAP assessments, and the College and Work Readiness Assessment. The document advocates for balancing standardized tests with other measures that better reflect schools' educational missions.
Scott morris's open computer chem test annotatedJonathan Martin
This document contains 27 multiple choice and short answer questions related to chemistry concepts such as properties of matter, chemical equations, periodic trends, and reactions. It provides guidance on using online resources like Wolfram Alpha, Khan Academy, periodic tables, and unit converters to find answers. However, it notes that for some questions, understanding the underlying chemistry concepts is still necessary to select the right approach and apply significant figures correctly.
Assessment 2.0 using assessment to enhance 21st c. learningJonathan Martin
The document discusses using assessment to enhance 21st century learning. It advocates for rethinking in-class assessments and expanded reporting to include 21st century skills. Some examples given of new types of assessments include digital portfolios, demonstrations of learning, online publications, and performance tasks. The document also discusses balancing internal and external assessments, and provides examples of external assessments like HSSSE, MAP, and CWRA that measure broader skills than standardized tests.
Concept that people derive job satisfaction and motivation by comparing their efforts (inputs) and income (outcomes) with those of the other people in the same or other firms.
This document discusses equity theory and how it relates to employee motivation. Equity theory proposes that employees are motivated when they perceive their work contributions are fairly rewarded in relation to others. If an employee feels underpaid compared to coworkers, their work motivation will decrease as they seek pay equity. The document outlines three cases of equity/inequity and how it impacts motivation. It also lists strategies employees may use to reduce inequity, such as reducing work effort. Finally, it provides recommendations for organizations to develop equitable pay systems and monitor internal pay consistency.
Expectancy theory is a motivation theory that states individuals are motivated if they believe good performance will lead to desired outcomes. It was first proposed by Victor Vroom and includes three variables: expectancy, the belief that effort will lead to performance; instrumentality, the belief performance will lead to rewards; and valence, the value placed on rewards. The theory emphasizes relating rewards directly to performance and ensuring rewards are deserved. Factors like skills, support, resources, and information impact expectancy perceptions. Vroom introduced these variables to explain how motivation is created psychologically through individuals' beliefs about expectancy, instrumentality, and valence interacting.
The presentation on Equity theory of Motivation starting with history, the theory, inputs and outputs followed by consequences of inequity gives you the detailed view of Equity theory.
Best for students, trainers, employees, etc.
This document discusses trends and implications for the future of education, including:
1) The world is becoming more digital, globalized, and unpredictable, making skills like critical thinking and adaptability more important.
2) Competition for spots at top colleges is intense, with acceptance rates under 5%. Colleges seek well-rounded students who excel academically.
3) The amount of information is doubling increasingly quickly, changing the nature of learning from acquiring discrete facts to developing lifelong skills and the ability to learn independently.
The document discusses integrating technology and the Common Core standards in math classrooms. It explains that the standards emphasize real-world applications to prepare students for college and careers. The standards also focus on fewer concepts but require deeper understanding. The document provides examples of Common Core math standards and the standards for mathematical practice. It discusses how assessments are shifting to be more like PARCC assessments and emphasizes the importance of backward design when planning lessons.
This document discusses how data informs decision making in education. It provides examples of the different types of data used in education, including input data like student demographics, process data like instructional strategies, outcome data like EQAO results, and satisfaction data from surveys. The document emphasizes that effective data use requires developing a data culture where data is valued and educators are data literate. School leaders play a key role by establishing the purpose of data, providing time and support for analysis, and ensuring data-informed decisions are collaborative and lead to improved instruction.
This webinar provided an overview of the 4th grade CCGPS mathematics unit on whole numbers, place value, and rounding in computation. The big idea of the unit is to deepen understanding of place value and its usefulness in estimation and computation. Resources were shared for exploring strategies for teaching key concepts like multi-digit multiplication and comparing fractions. Feedback was requested to help improve future unit-by-unit webinars. Participants were also encouraged to join a wiki for ongoing discussion of CCGPS mathematics.
Empowering Pre-Service & New Math Teachers to Use the Common Core Practice St...DreamBox Learning
How prepared are the K-12 teachers of tomorrow to inspire the next generation of young mathematicians? In this webinar for the edWeb.net Adaptive Math Learning community, attendees learned how essential it is for pre-service teachers to learn, develop, and model the Standards for Mathematical Practice to improve learning for their future students. Ben Braun, Associate Professor of Mathematics at the University of Kentucky, and Tim Hudson, Senior Director of Curriculum Design at DreamBox Learning, discussed ways to ensure that pre-service teachers start their careers understanding how mathematical proficiency requires more than simply content knowledge. Tim and Ben shared ideas for K-12 school leaders and mentor teachers who are responsible for new teacher induction, as well as, implications for college and university faculty teaching both math methods and content courses. They also discussed potential disconnects between pre-service content and methods courses and also eventual in-service expectations, while providing examples of math problems to engage pre-service and new teachers. View the webinar to better understand how to use the Standards for Mathematical Practice.
- The webinar focused on the CCGPS for kindergarten mathematics unit 1 on counting with friends.
- The big idea of unit 1 is developing a deep understanding of quantity, relationships among numbers, and representation of number.
- Resources and tools for teaching number sense such as dot cards, number cubes, and collections were discussed.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
The document introduces Pennsylvania's Standards Aligned System (SAS). It discusses how SAS was developed by educators across Pennsylvania to include Big Ideas, Concepts, and Competencies in core subjects. It explains the purpose of SAS is to support curriculum, instruction, assessment, and professional development using these common elements. It provides examples of Big Ideas in math and describes how Concepts and Competencies are defined in the SAS framework. Finally, it discusses how SAS is organized online and how it can connect to school district curriculum.
This document discusses the Common Core State Standards and their focus on preparing students for college and careers. It notes that the CCSS aim to align K-12 education standards across states to ensure students acquire broad skills needed for employment or higher education. The standards emphasize critical thinking, problem solving, collaboration and real-world application over rote memorization. The document outlines several ways the CCSS will make curriculum more rigorous, such as increasing the complexity of texts students read and the use of evidence-based writing. It also discusses tools and resources available to help educators implement the new standards.
This document summarizes a meeting to plan a data carousel activity to analyze school performance data. It discusses selecting and preparing data, engaging staff to review the data, identifying concerns, prioritizing concerns, and next steps. Logistics of the carousel such as space, materials, roles and facilitation are also covered. The goal is for staff to gain a broad understanding of trends, strengths and areas for improvement to inform school planning.
Ccss and the special educator(10 8-13) (1)stuartr52
The document provides an overview of the Common Core State Standards (CCSS) and what special educators need to know about them. It discusses the history of special education and how standards and accountability have increased over time. It then explains key aspects of the CCSS, including their focus on college and career readiness and 21st century skills. The document outlines the CCSS for English language arts and math, noting similarities and differences from prior standards. It also reviews the new computer-based assessment systems being implemented and resources available to support instruction aligned with the CCSS, including learning progressions and maps.
1) The document discusses PUHSD's vision for mathematics curriculum, instruction, and assessment which is aligned with college and career expectations and prepares students for success in graduating high school and the global economy.
2) It explains concepts of rigor and relevance in curriculum, which includes rigorous content and higher-order skills that build on strengths of standards while emphasizing conceptual understanding over procedural skills.
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.
Opening/Framing Comments: John Behrens, Vice President, Center for Digital Data, Analytics, & Adaptive Learning Pearson
Discussion of how the field of educational measurement is changing; how long held assumptions may no longer be taken for granted and that new terminology and language are coming into the.
Panel 1: Beyond the Construct: New Forms of Measurement
This panel presents new views of what assessment can be and new species of big data that push our understanding for what can be used in evidentiary arguments.
Marcia Linn, Lydia Liu from UC Berkeley and ETS discuss continuous assessment of science and new kinds of constructs that relate to collaboration and student reasoning.
John Byrnes from SRI International discusses text and other semi-structured data sources and different methods of analysis.
Kristin Dicerbo from Pearson discusses hidden assessments and the different student interactions and events that can be used in inferential processes.
Panel 2: The Test is Just the Beginning: Assessments Meet Systems Context
This panel looks at how assessments are not the end game, but often the first step in larger big-data practices at districts/state/national levels.
Gerald Tindal from the University of Oregon discusses State data systems and special education, including curriculum-based measurement across geographic settings.
Jack Buckley Commissioner of the National Center for Educational Statistics discussing national datasets where tests and other data connect.
Lindsay Page, Will Marinell from the Strategic Data Project at Harvard discussing state and district datasets used for evaluating teachers, colleges of education, and student progress.
Panel 3: Connecting the Dots: Research Agendas to Integrate Different Worlds
This panel will look at how research organizations are viewing the connections between the perspectives presented in Panels 1 and 2; what is known, what is still yet to be discovered in order to achieve the promised of big connected data in education.
Andrea Conklin Bueschel Program Director at the Spencer Foundation
Ed Dieterle Senior Program Officer at the Bill and Melinda Gates Foundation
Edith Gummer Program Manager at National Science Foundation
The document discusses instructional data analysis and data teams. It defines a data team as a group of educators that collaboratively uses data to identify opportunities for improvement, develop plans to address them, implement changes, and reflect on results. The document outlines the data team process and provides examples of how data can be analyzed, including examining frequency distributions by subgroup, common core strand analysis, and comparing p-values. It emphasizes using data to inform instructional decisions and continually assessing the impact of changes made by data teams.
Your Math Students: Engaging and Understanding Every DayDreamBox Learning
The most important and challenging aspect of daily planning is to regularly—and yes, that means every day—create, adapt, locate, and consider mathematical tasks that are appropriate to the developmental learning needs of each student. A concern Francis (Skip) Fennell often shares with teachers is that many of us can find or create a lot of “fun” tasks that are, for the most part, worthless in regards to learning mathematics. Mathematical
tasks should provide a level of demand on the part of the student that ensures a focus on understanding and involves them in actually doing mathematics.
NYSCOSS Conference Superintendents Training on Assessment 9 14NWEA
This document discusses using data wisely from a superintendent's perspective. It covers three main topics: assessment basics, improving assessment programs, and developing a data culture. The document emphasizes that what is measured gets attended to, so assessments must be properly aligned and designed. It also stresses using multiple years of data to provide context and control for outside factors to fairly evaluate teachers. Developing the right assessment systems and using data thoughtfully can significantly improve student achievement.
This document provides an overview of the Common Core State Standards (CCSS). It begins with an introduction to the CCSS, explaining that they describe the knowledge and skills students should have in English Language Arts and Math from kindergarten through 12th grade. It then discusses why the standards are important for establishing clear expectations for student learning. The document reviews which states have adopted the CCSS and the timeline for implementation. It also addresses common myths about the CCSS and provides facts to dispel these myths. Finally, it examines how the CCSS relate to specific subject areas like English Language Arts, Math, Science, Social Studies and assessments like the PARCC exams.
This webinar provided an overview of the 3rd grade CCGPS Unit 1 on number and operations in base ten. It discussed the big ideas of developing a deep understanding of place value and its usefulness in estimation and computation. Resources on teaching strategies, examples, assessments, and professional development were provided. Participants were encouraged to read the standards and unit, discuss them with colleagues, and provide feedback on the wiki page to help improve future webinars.
This document provides an overview and agenda for a presentation on EVAAS (Education Value-Added Assessment System) for educators. The presentation aims to familiarize educators with EVAAS resources, reports, and student projection tools. It will cover locating EVAAS online modules and webinars, understanding value-added reporting such as pie charts, and using student at-risk and preparedness reports as well as projection data to assess students' needs and inform instructional decisions.
The document discusses ways to improve board meetings through the use of 21st century teaching techniques. It proposes using strategies like flipped classrooms, case studies, project-based learning, and collaborative learning protocols to better engage board members. Some specific suggestions include having board members work in teams to address challenges, analyze case studies, and provide feedback through discussions and video/film. The goal is to generate deeper thinking on critical issues and introduce board members to concepts like 21st century learning.
The document discusses skills needed for the 21st century, including critical thinking, creativity, collaboration, growth mindset, determination, self-regulation, compassion, curiosity, digital citizenship, communication, play, experimentation, grit, information literacy, and connected learning. It emphasizes the importance of developing these skills through play, iteration, and connecting learning both inside and outside the classroom through collaboration with others around the world. Students need to learn attention, participation, knowledge production, and "crap detection" to effectively engage with online information.
Project-based learning (PBL) engages students in solving real-world problems through extended inquiry. It develops deeper learning skills like critical thinking, collaboration, and communication. High-quality PBL includes complex, student-influenced questions; carefully designed products and tasks; and scaffolding as needed. Teachers can implement PBL by determining learning objectives, developing authentic projects around driving questions, and assessing student mastery of skills through multiple measures rather than just final products. PBL prepares students for the future by developing skills like self-directed learning that will be essential for their success.
The document discusses digital citizenship and how it can be developed through practice. It emphasizes that digital citizenship involves skills like attention, participation, collaboration, communication, and critical thinking. It suggests developing these skills through modeling positive citizenship, establishing norms, and integrating focus skills and "crap detection" into education. The overall message is that digital natives will respond better to positive leadership that advocates for good digital citizenship through practice rather than criticism.
The document discusses international assessments of problem solving skills by the OECD. It outlines that PISA has assessed problem solving in 2003 (paper), 2012 (computer-based dynamic problem solving), and will assess collaborative problem solving in 2015 (computer-based). For the 2015 assessment, challenges include determining if it will measure individuals or groups, integrating problem solving and social skills, and practical issues regarding sampling, computer capabilities, and scoring. A draft definition of collaborative problem solving competency is provided as the capacity of individuals to effectively engage in a problem solving process by sharing understanding and effort to find a solution.
The document discusses project-based learning (PBL), providing definitions and essential elements. It outlines nine core components of 21st century PBL schools, including hands-on projects solving real problems, collaboration, creating, and design thinking. The document also reviews research on PBL efficacy and discusses inverting the conventional classroom dynamic to put questions/problems first to facilitate student-driven learning.
The document summarizes the results of an OECD Test for Schools Pilot administered in Fairfax County Public Schools (FCPS). It provides the following key details:
- The pilot involved 10 FCPS schools and tested 7,400 students on reading, math and science. It also included questionnaires about classroom management and teacher relationships.
- The document shows FCPS school performance compared to US and international averages, with some FCPS schools performing above average. It also examines student self-efficacy and teacher-student relationships.
- Next steps proposed for FCPS include networking with other participating US schools, sharing results more broadly, and examining policies to support best learning conditions.
This document discusses research on non-cognitive skills like grit, growth mindset, and social belonging that contribute to student success. It outlines frameworks to measure these skills, examples of school-based practices and interventions to build them like goal-setting exercises and mindset messaging, and results from field tests showing correlations with increased college persistence. The presenters are researchers and K-12 practitioners collaborating on a national study of non-cognitive factors.
1) The document discusses the importance of grit, or perseverance and passion for long-term goals, in achieving success and outstanding performance. It argues that grit is as important as talent.
2) Several studies are presented that show grit predicts achievement outcomes like sales performance, retention at West Point, and teacher effectiveness more than IQ or talent. Having grit allows people to work hard and stick with challenges.
3) Strategies for developing grit in oneself and others are proposed, like choosing commitments based on interests, setting specific goals, developing growth mindsets, and creating supportive coaching cultures. Building grit is important for high achievement.
7 steps to better educate future innovative engineers & designersJonathan Martin
The document outlines 7 steps to better educate future innovative engineers and designers:
1. Striking the chord by modeling innovation and providing inspiration through guest speakers and media.
2. Putting problems first by looking for real-world problems to solve locally or in current events.
3. Learning by doing with project-based learning, scaffolding skills, collaborative projects, and assessing multiple measures of learning.
4. Enabling connections by teaching the power of networks and helping students develop their networks through online tools and collaboration.
5. Providing time, space, and tools like block scheduling, maker spaces, and technology for prototyping.
6. Prototyping and iterating projects
This document discusses bringing innovation to schools. It begins with questions about how to bring innovation to different areas like student learning, schedules, assessments, spaces, creativity, and leadership. The challenges of innovation in schools are presented, along with action steps like finding allies and removing roadblocks. Specific innovations are then outlined, such as adopting a 21st century mindset, design thinking, transdisciplinary education, and performance tasks. Contact information is provided for three people involved in innovation efforts at Mount Vernon schools.
This document outlines an agenda for a faculty meeting focused on leading schools through high-quality, 21st century project-based learning (PBL). The goals of the meeting are to: 1) build understanding and appreciation of the elements of high-quality 21st century PBL; 2) provide tactics and strategies for PBL leadership; and 3) begin developing an action plan and collaborative cohort for this work. The agenda includes discussions of essential PBL elements, instructional leadership strategies, case studies, and setting goals to advance PBL leadership over the next few months. Recommended resources on PBL and contacts for follow up are also provided.
This document discusses performance task assessments as a form of 21st century assessment. It begins by explaining that performance tasks assess higher-order skills like critical thinking by giving students real-world scenarios and roles. They must evaluate documents and provide solutions in formats like memos or speeches. The document then provides steps for schools and teachers to design and implement their own performance tasks, such as collaborating to identify the skills to assess, developing an age-appropriate scenario for students, and creating rubrics and scoring collaboratively. It emphasizes that performance tasks provide authentic assessments of the skills students need for the future.
The document discusses the changing landscape of accreditation for online and blended learning programs. It notes the increasing emphasis on outcomes over inputs by organizations like iNACOL and in the Common Core standards. There is no universally accepted set of quality standards for online and blended learning. Independent schools will need to ensure any collaborative arrangements maintain accountability and school culture integrity as accrediting bodies determine how to evaluate new program models.
The document discusses digital citizenship and how it differs from traditional citizenship. It notes that citizenship in ancient Greece involved obligations to the community that brought honor. Digital citizenship involves mindset and practice of effective online participation to build a democratic and diverse culture. Learning digital citizenship skills like attention, participation, collaboration, critical thinking, and network awareness can help address social problems through online networks.
The document discusses the importance of digital citizenship and participation. It argues that learning to participate effectively online through mindful digital participation can help build a more democratic and diverse culture. Effective digital participation involves developing skills like attention, participation, collaboration, evaluating information critically, and understanding how to operate safely and productively in networks.
Performance task assessment educon conversationJonathan Martin
This document outlines an agenda for a session on examining sample Consortium for Work-Based Readiness Assessments (CWRA) and performance task assessments. The session will:
1. Examine sample CWRA and performance task assessments.
2. Discuss the value of CWRA assessments, including their ability to assess skills like inquiry, critical thinking, and communication.
3. Discuss how CWRA-style assessments could be extended and implemented in other education programs.
The document provides links to sample CWRA assessments and invites participants to discuss what constitutes high and low quality student responses, the skills required for strong responses, and how CWRA assessments can be used as models and implemented in schools.
This document summarizes a presentation on assessing noncognitive variables in college admissions. It discusses limitations of standardized tests, introduces Sternberg's three types of intelligence, and outlines several noncognitive variables like self-concept and leadership that can provide additional information about applicants. The document also reviews legal cases supporting consideration of these variables and programs that have successfully used noncognitive assessments, like the Gates Millennium Scholars program.
Being afraid of the dark can be difficult when trying to sleep with the lights off. Having a night light or leaving the bedroom door open can help provide some light without using a lot of electricity. Talking to parents about fears and compromising on a solution both children are comfortable with can make bedtime easier.
Measuring what we value - lyons and niblock presentation
1. Measuring what we value:
21st Century Assessments for Independent
Schools
Douglas Lyons, Executive Director, CAIS-CT
Andrew Niblock, Lower School Head, Hamden Hall
(CT)
2. Good to Great
Jim Collins
• Determine what you value most, then find a
way to measure it.
• Success can be a powerful disincentive: it
may be hard to become a great school if you
are a very good school
3. Goals of this workshop
1. Identify measures of school quality that have
historically been valued by educators and/or
the public.
2. Suggest new ways to report achievement in
those measures.
Why?
• To better tell our story (the Value Proposition)
• To make certain that these measures have
stature appropriate to their significance
4. Goals, cont.
3. Provide a quick preview of new and
emerging assessment tools –instruments
designed to measure skills that are increasing
in demand in the new century
4. Describe the assessment practices in a
select group of schools that define themselves
– and are recognized by others – as “Schools of
the Future”
5. Criterion 13:
The Standards require a school to provide evidence of
a thoughtful process, respectful of its mission, for the
collection and use in school decision making of data
(both external and internal) about student learning.
6. “Not everything that can be counted,
counts, and not everything that counts
can be counted”
7. “It would be easier to change the course of
history…”
9. Jim Collins – “whenever possible, use the
language of metrics to define what you value”
What is the language of metrics?
10. 4 “ways of knowing”
• Data: raw input, no context, facts, figures,
symbols
• Information: organized, processed, analyzed
data
• Knowledge: information with higher context -
accurate, relevant, current
• Wisdom: evaluated knowledge; merged with
life experience
11. • Heads letter in viewbook; wisdom
• Description of school history and mission in
viewbook: knowledge
• Course catalogue: information
• SAT scores, college placement stats: data
12. What are people most interested
in ?
Data!
• conveys a lot of information - quickly
• Is viewed as objective, “no spin”
• Can be benchmarked, used for
comparison
Data is the language of metrics
13. Risks / Misuses of Data
• Garbage in; garbage out
• Data is easily manipulated, corrupted:
Harvard Business School caution
If you torture data long enough, it will
admit to anything
14.
15.
16. Data Management / Data Creation in
the independent school community
The Challenge:
• To frame the data that define us, or have
defined us in the past, in ways that do not
elevate modestly valuable information
• To gather and/or to present new data that is
beneficial to educators in our planning for the
future and is data that measures performance
in relation to the achievement of our highest
goals.
17. The S.A.T.
• Decreasing in stature, but still powerful
• Has poor validity statistics
• Does not measure 21st century Skills
• Historically, did not provide faculty with
instructionally useful information
• Consider giving the School Day SAT with
Enhanced Scoring
18.
19. Standardized Achievement Tests
These test are increasing in stature
What happened to elevate these tests above all other
forms of data, in public education and to a lesser
degree, in independent schools?
20.
21. “Effects” of standardized tests
today:
from educating the whole child to
educating the whole test-taker
• Hyper-focus on scores, minor fluctuations
• Unprecedented “score chasing”
• M.D.I “measurement-driven instruction”
• Mind numbing drill and practice
22. Most popular form of data presentation:
percentiles
Math Math Reading Reading
concepts applications comprehensio Skill
n
1 91 87 83 83
2 88 84 85 83
3 92 90 88 88
4 84 89 80 90
5 84 86 78 82
6 89 80 81 79
7 90 89 90 87
8 87 87 81 83
23. Second most popular form of data presentation:
Grade Equivalence
Math Math Reading Reading
concepts application comprehensio skill
s n
1 1.8 2.1 2.3 2.5
2 2.6 2.8 3.3 3.6
3 3.5 4.0 3.9 4.0
4 4.5 4.9 4.8 4.7
5 5.8 5.2 6.3 6.0
6 6.6 7.3 7.0 7.5
7 8.2 9.0 8.8 8.8
8 9.0 9.6 9.9 10.4
24. A better way to present achievement
data
• Determine and defend your norming
group
• Determine a worthy and realistic goal
within the norming group
• Publish data relative to the goal
25. Goal: to score within the top third of norming
group on all subtests
Reading Reading Math Math skill
comprehensio skills applications
n
1 √ √ √ √
2 √ √ -4 √
3 √ √ √ √
4 √ √ √ √
5 √ √ √ √
6 √ √ √ √
7 -2 √ √ √
8 √ √ √ √
26. The International Database
• Most schools administer one or more normed
tests that compare American student
achievement with American peers
• Is there a way to assess our international
competitiveness?
• Would this data be valuable to us?
27. Benefits of the New York State
“Truth in Testing” Law
• Thousands of released items available to
educators
• Released items available for NAEP tests
• Released items available for TIMMS tests
• Released items available for PISA tests
• Construct your own “replica test” or form a
research partnership to develop replica tests
28.
29.
30. CAIS score reports for TIMMS replica test
ABC Country Day School
TIMMS “released item” test results
95% of students scored in the top 1/2 of I.A.
92% of students scored in the top 1/3 of I.A.
90% of students scored in the top 10% of I.A.
31.
32. Course of study guides: how we describe
our program
US HISTORY HONORS
GREENWICH HIGH SCHOOL
This course addresses the events and experiences
that comprise American history from the period of
European colonial settlement through the Civil War
(1st semester) And from the period of Reconstruction
through the advent of the Second World War. The
goal of the course is to provide for our students
substantial opportunity to develop the ability to make
informed and reasoned decisions as citizens
concerned with the public good. (More text follows)
33. US HISTORY HONORS
A study of the events and critical changes
that took place from the first American
settlement to the present day.We will focus
on these events in the context of larger
themes; including the shift from an
agricultural to an industrial society, the
recognition and cultural identification of
different groups of people, the transition to a
stronger national government, immense
territorial expansion, technological change
and globalization.
34. History at Lakeland Prep:
In the four year History sequence at Lakeland Prep, all students will
complete the following Demonstrations of Learning:
• 24 research based position papers (4 to 7 pages) in which an
analysis, synthesis and/ or evaluation of both original and
modern sources is offered in answer to a provocative question
in history.
• 6 research based position papers (10 to 15 pages) focused on a
students original response to one of identified Essential
Questions in American History.
• 12 oral presentations
• 8 collaborative projects,
• 3 projects completed in collaboration with students in other
schools and/ or countries
• 4 interviews with elected officials
• 6 Letters to the Editor written on a current topic in local and/or
state government
35. HSSSE -
what do you believe your high
school emphasizes most?
• 21% memorizing facts and figures
• 32% understanding information and
ideas
• 22% analyzing ideas in depth
• 68% my school challenges me
academically
36. HSSSE:
what instructional methods do you
find exciting or engaging?
• 60% discussion and debate
• 60% group projects
• 44% student presentations
• 24% teacher lectures
37. Using an Engagement
Survey
• Use the HSSSE and contribute your
school data for national benchmarking;
• Or, create your own survey, then
compare your results to the national
HSSSE 2009 data, where applicable .
38.
39.
40.
41.
42. The Emergence of Longitudenal
Data
• The National Clearinghouse has 93% of all US
colleges collecting and providing longitudenal
data
• Two independent school associations require
student tracking for accreditation (freshman
GPA):
• CAIS Canada ntp@cais.ca
• ISASW www.isasw.org
43. Measuring teacher engagement,
professionalism, attachment to school
Can that be quantified?
• Longevity statistics
• % faculty with advanced
degrees
• % faculty participating
in Annual Giving
44. Occasional Teacher Absenteeism
• Reported in “school district report cards”
• Measures only consecutive days absent, less
than 5, 7 or 10 days. After the threshold,
absence considered “long term illness”,
removed from calculation
• O.C.A considered an indicator of faculty
commitment, professionalism, attachment
46. Measure your O.T.A.
• Compare it to your local or state public school
average
• Inform your Board of Trustees
• Inform your Parents Association
47. Measuring teacher effectiveness: in the
best public schools, teacher evaluation is
an informed, professional process
How can independent school leaders
become more skilled in the clinical
observation and evaluation of teaching?
How can we measure what we value in
teaching practice?
The TIMSS video study – teaching
practices in 7 select countries
48.
49.
50.
51.
52. New and emerging assessment
instruments – workshop goal 3
• We have just reviewed ideas for improving
the use of existing data
• What about new tools and techniques?
• Are the assessment instruments and
practices of earlier generations obsolete or
incomplete?
• If so, why is that true?
54. Turn of the millenium events
First successful HTTP communication (modern WEB)1990
Netscape, easy to use browser 1995
Google, as a research project 1996
LiveJournal, Blogger, hosting sites 1999
Ericsson smartphone 2000
Wikipedia 2001
Facebook 2004
MIT Open Courseware 2004
YouTube 2005
Skype 2005
The World is Flat first edition 2005
Internet/Multimedia Smart phone (iphone) 2007
Global financial crisis 2008
Khan Academy (2600 videos and growing) 2009
55. 100 most influential people of the 2nd
Millenium
• Jonas Salk 97
• Steven Spielberg 91
• Elvis Presley 57
• Gregor Mendel 42
• Martin Luther King 33
• Henry Ford 29
• Michelangelo 19
• Galileo 10
• Columbus 6
• Charles Darwin 4
• Who is Number 1?
56. Johann Gutenberg
The printing press was information technology
What about modern day visionaries
in information technology?
What number is Bill Gates?
Steve Jobs?
57. What’s Past is Prologue
vs The Future is Not What it Used
to Be
• “What does an educated person need to know?”
• Education is defined by a remembered body of knowledge,
the “canon”
• Critical, sarcastic view of the canon: Education as
inoculation:” American history? I had that, Tetanus shot?
I had that…)
58. 20th century technology:
• Radio, television and film had great promise,
but no demonstrable effect on schooling
What 20th century technology had a
revolutionary effect on teaching and learning?
59. SCANTRON!
Bubble answer sheets!
• 1948 – Scantron Corporation revolutionized the
speed and efficiency of data collection and advanced the
notion that student proficiency and school quality can be
determined through mass-produced, multiple choice
metrics
• Scantron, to this day, has had a greater impact on k-12
curricular design than any other technology in history.
60. in post scantron decades:
“What gets measured is what
gets taught”.
• Tests “drive” instruction in ways that mimic
both the content and format of the test.
• What gets measured is almost exclusively
content
• In the Information Age, we measured recall of
information
61. In 2012, in The Conceptual
Age
There are no books, conferences, op-ed pieces on “21st
Century Content”.
The canon has been buried under the information
explosion
However,
There is near universal agreement on a short list of 21st
century skills.
There is near universal agreement on the need to
employ technology in a thoughtful but robust manner
62. Nicholas Negroponte
on applying technology in a robust
manner:
• “When you drop a penny into a glass of clear water, you
get a glass of clear water with a penny in it; the change is
additive.”
• “When you place a drop of red dye in a glass of clear
water, you get a glass of pink water. The change is
ecological.”
• Technology in education needs to be ecological;
pink water
63. The i generation
• Defined mostly by their use of technology
• Accustomed to learning things on their own and
learning from peers
• Expect technology to be interactive and customizable
• Non-linear thinkers; web thinkers, scanners, multi-
taskers
64. Clay Shirke, futurist describing the i generation:
“A father sets up a new television in the living
room. His 4 year old daughter is seen
rummaging through the box. What is she
looking for?”
Passive media experiences
will hold less appeal for this
generation
65. The 21st century skills movement,
the Schools of the Future movement, focus on
the development of these skills:
Communication
Collaboration
Critical/Analytical Thinking
Creativity
Problem-solving
Content is still important; but content in these areas will
need to be acquired through active exploration as well as
through instruction.
67. Non–Routine Tasks
defined in the Journal of Economics, volume
118
• Gathering, synthesizing, and analyzing information.
• Working autonomously to a high standard with
minimal supervision.
• Leading other autonomous workers through
influence.
• Being creative and turning that creativity into action.
• Thinking critically and asking the right questions.
• Striving to understand others’ perspectives and to
understand the entirety of an issue. Communicating
effectively, often using technology.
68.
69. Current assessment tools do not
measure these skills.
You cannot have 21st century schools
using 20th century assessments.
70. Ideal Assessment:
Provides accurate demonstration of student
proficiency
Yields information for faculty planning
Is valid as a learning experience in and of itself
An assessment of, for and as learning
71. What is a performance task?
Students assume roles in a
scenario that is based in the
"real world" and contains the
types of problems they might
need to solve in the future. The
task requires critical thinking,
analytical reasoning and
problem solving.
Communication skills are used
in describing the solution.
72. Ohio Mastery Test, Grade 9
• Ms. Johnson installs new insulation to save money on heating costs,
but then learns that her bills have not declined by much from the
previous year. Her contractor points out that heating costs have risen
and weather has been colder. Ms. Johnson wants to find out how much
she has actually saved due to the insulation she installed. On the basis
of the situation painted above, details about Ms. Johnson’s heating bills
(rates, units of heat used), temperature changes, and some initial
information to help them begin to research “heating degree days” on
the internet, students are given two tasks:
• (1) Assess the cost-effectiveness of Ms. Johnson’s new insulation and
window sealing.
• (2) Create a short pamphlet for gas company customers to guide them
in making decisions about increasing the energy efficiency of their
homes.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87. Students get answers to
questions THEY ask
• For example
– Family history – Is this breast cancer
possibly caused by abnormal oncogene
expression? If so, certain types of
hormonal therapy or receptor antagonists
are more effective treatments.
– What level of stage III cancer, A, B or C?
88.
89.
90. CBAL
• Extended, constructed-response tasks that are
delivered by computer and automatically scored.
• Pilot testing occurred in 2010 and 2011, spring of
2012.
• Tests should be available for use in 2012.
• Sample tests available online
Website information is in your folders.
91.
92.
93. features real-time, scenario-based tasks that
measure an individual's ability to navigate,
critically evaluate and understand the wealth
of information available through digital
technology
94.
95. Ken Robinson
Age and education:
• Increase routines of behavior and habits of
thought (left brain logical thinking )
• Decrease divergent thinking (free association
of ideas. Right brain, creative thinking)
96.
97.
98. Creativity Index: the new
state mandate?
• Gov. Deval Patrick has made Massachusetts
the first state in the country to call for the
formation of a creativity index aimed at rating
public schools statewide based on their ability
to teach, encourage and foster creativity in
students.
• Similar legislation is pending in California and
Oklahoma
99. Torrence Test of Creative Thinking
Verbal Activity 4: Product
Improvement
Look at the stuffed toy elephant in
the drawing. It is six inches
tall and weighs a half pound. In the
space provided, list the cleverest, most
interesting and unusual ways you can
think of for changing this toy so that children will have
more fun playing with it. Do not worry about how
much the change would cost.Think only about what
would make it more fun to play with.
Activity 2 and 3: Guessing Causes
and Guessing Consequences measures
“idea fluency”
100. What do you get if you solve this problem and
visit the website?
101. The 4th goal of this workshop:
Examples of assessment practices in a select group
of schools that define themselves – and are recognized
by others as “Schools of the Future”
102. Schools that define themselves as
Schools of the future
• Who are the pioneers?
• What do these schools have in
common?
110. All of these schools have 2 common
characteristics
• urban public charter schools.
• experimenting with a dramatically different
view of teaching and learning; A
Collaborative, Conceptual Model
111. 21st Century
education: from
coverage model to
conceptual model
• Recall of information (content) is still important
• Skill in accessing and selecting information (internet
searches now deliver 2000 hits) vitally important
• Ability to use or apply information in new and/or novel
settings most important (Its not what you know, but
what you can do with what you know)
• Expanded role of the teacher: guide, coach, facilitator
112. Schools of the Future:
characteristics
• Performance tasks
• Project-based learning, individually and in groups
• Capstone projects, individually and in groups
• Independent study
• Online learning, online tools (courseware, Skype,
You Tube, Ning, Moodle, Web 2.0 etc…)
• Students given choices in assignments and in
demonstrations of mastery
113. Schools of the future, cont.
• Extensive use of essential questions relating to
content area
why, how and what if questions
• Computer-adaptive learning (program adjusts to
student skill level)
• E-portfolios, published within the community or on the
web – seeking Facebook-type conversations in the
academic community, on academic topics
• Flipped classroom strategies – routinely or
occasionally
• Partnerships, learning experiences beyond the
school campus
• RUBRICS used to assess performance
116. A New Definition of School
“we need to invert the conventional
classroom dynamic: instead of teaching
information and content first, and then asking
students to answer questions about it second,
we should put the question/problem first, and
then facilitate students with information and
guidance as they seek the answer and hold
them accountable for the excellence of their
solutions and of their presentation of their
results”.
-Ted Mccain Teaching for Tomorrow
120. Independent schools
• lead the nation in communication skills; writing,
speaking, the performing arts
• Engagement has been supported by very strong
student-faculty relationships
• An incremental approach to the challenges of the
future; preserving strong, successful, traditional
programs while expanding collaborative learning,
online learning, project-based assessments,
exhibitions of learning and use of digital portfolios
• Growing interest in “Essential Questions” theory of
learning
126. Lessons from our
research:
Schools in the 21st century will
define success in much broader
terms
Great Schools in the 21st century
will include some that have far fewer
resources than independent
schools. What they have is the
freedom to take big risks in
designing innovative cultures
127.
128. “Measuring What We Value”
Sites Referenced in Presentation
Hechinger Article containing multiple links of sample questions on new 2012
assessments
http://hechingered.org/content/are-new-online-standardized-tests-
revolutionary-decide-for-yourself_5655/
Information on Torrance Test
http://www.ststesting.com/
High School Survey of Student Engagement
www.indiana.edu/~ceep/hssse/
College Student Experiences Questionnaire
http://cseq.iub.edu/cseq_generalinfo.cfm
National Student Clearinghouse
www.studentclearinghouse.org/
The Self-Regulation Questionnaire
www.psych.rochester.edu/SDT/measures/SRQ_text.php
MHISC: Mental Health in Independent Schools
http://www.harthosp.org/InstituteOfLiving/OtherServices/MHISC/default.aspx
129. C-bal Cognitively Based Assessment for Learning
http://www.ets.org/research/topics/cbal/initiative/
The CWRA: College to Work Readiness Assessment
www.cae.org/cwra/
Science Leadership Academy
www.scienceleadership.org/
High Tech High
http://www.hightechhigh.org/
New Tech High
http://newtechhigh.org/
Big Picture Learning
http://www.bigpicture.org/
NYC i school
http://www.nycischool.org/
Microsoft School of the Future
http://www.microsoft.com/education/en-
us/leadership/partners_in_learning/Pages/School-of-the-Future.aspx
130. Performance Assessment Group of NYC Schools (check out the rubics!)
http://performanceassessment.org/
Rubics – Association of American Colleges and Universities (rubics on critical
thinking, creative thinking, problem-solving and others!)
www.aacu.org/value/rubics
Avenues
http://www.avenues.org/
Haverford School (Decision Education)
http://www.haverford.org/
Decision Education (critical thinking/character education program)
http://www.decisioneducation.org/
Independent Curriculum Group
http://www.independentcurriculum.org/
Greens Farms Academy
http://www.gfacademy.org/RelId/607374/ISvars/default/Capstone.htm
Hotchkiss/Loomis Collaborative Learning Project
http://tinyurl.com/3kq8v8f
131. Project-based Learning (450 sample projects – all subjects and grade levels –
templates for organizing projects)
http://pbl-online.org/
Siemens Challenge (sample award-winning projects)
http://www.wecanchange.com/
American Society for Engineering Education (ASEE)
http://teachers.egfi-k12.org/
Exploravision (sample award-winning student projects)
http://www.exploravision.org/
Toyota Tapestry Grants for Science Teachers (sample grant-winning ($10,000) projects)
http://www.nsta.org/pd/tapestry/