PLC Action Steps
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A presentation that covers Riverton High School's actions steps in implementing a high functioning PLC. This includes Identify Essential Standards, Create Pacing and Unit Guides, Create Common Assessments, Administer Common Assessments, Collect and Analyze Student Data from Assessment, and finally, Apply Interventions and Extensions.
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This document discusses the importance of verifying student outcome data before celebrating or reporting results. It emphasizes that data must be honest, accurate, complete and error-free. This involves finalizing rosters, ensuring all standards are assessed with rigor, collecting multiple rounds of data for each student, and double checking for errors. Verifying outcomes is crucial to send the right message about student achievement and treat data with appropriate care.
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2) Verifying the assessment calendar reflects four assessments being administered and four rounds of data entered for all students.
3) Checking that the tracker is error-free and progress toward the goal is assessed. Finalizing the character data accurately and completely is important for teachers and students.
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The document provides steps to finalize reading growth data in a sample tracker:
1. The tracker should include the teacher's full name and have a finalized roster on the goal tab for the chosen reading assessment. Students missing more than 50% of instruction should be removed.
2. The assessment calendar should show that at least four rounds have been administered and entered for all students. Absent students should make up assessments.
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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.
Usability Testing
The document discusses usability testing and its key aspects. It defines usability testing as employing techniques to collect empirical data by observing representative end users perform realistic tasks on a product. There are different types of usability tests - exploratory, assessment, and validation - conducted at various stages of product development to evaluate usability. An effective moderator is important for a successful test, requiring skills like rapport building and objectivity. Tests involve representative tasks, questionnaires, and debriefing to understand user difficulties and identify areas for improvement.
SUSLA IE Process: Writing Assessment Results
This document provides guidance on writing effective assessment results. It discusses gathering and analyzing assessment data, writing results reports, and common mistakes to avoid. Key steps include collecting data from assessment measures, analyzing it for strengths, weaknesses and needs, and writing a report that describes achievement of benchmarks, participants, methodology, and highlights findings. Quantitative data should report numbers and percentages with limitations and representativeness, while qualitative data identifies and summarizes themes. The report examples discuss how to improve based on survey, rubric and non-traditional results.
Session 3 ppt 2012
This document outlines an agenda and objectives for a teacher training session on reading principles for secondary students. The session focuses on defining key reading principles, examining the inquiry process for assessment and instruction, and administering reading assessments to diagnose student reading levels. Teachers practice giving feedback using a protocol and learn how to use assessment data to identify student needs and target instruction, especially for struggling readers. The session prepares teachers for upcoming training that will focus on specific reading principles and instructional strategies.
Cedp 402 assessment lectures
This document discusses behavior modification assessment and treatment programs. It covers the following key points:
1) Behavioral assessment focuses on gathering objective data about behaviors rather than suspicions. Baseline data is collected to establish stability before treatment.
2) An intake phase determines if the client is in the right treatment setting and informs them about the program policies. Crisis situations require immediate treatment.
3) Treatment programs are developed based on a functional assessment that identifies the controlling variables influencing problem behaviors. Programs are evaluated based on objective behavior data to determine effectiveness.
Setting goals
This presentation is an explanation on how to write meaningful, measureable, monitorable goals that can be used in making instructional decisions.
Lesson 21 designing the questionaire and establishing validity and reliabilty
The document provides steps for designing a valid and reliable questionnaire. It discusses establishing validity by ensuring the questionnaire measures the intended construct through face validity, content validity, criterion-related validity including concurrent and predictive validity, and construct validity. Reliability is established through test-retest reliability, split-half reliability, and measuring internal consistency using Cronbach's alpha. The steps also include pilot testing the questionnaire to identify issues and revising it based on feedback before final use.
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Get introduced to the tools necessary to optimize your organization’s current data, enabling you to turn data into information to tell the story of the organization’s impact in a powerful way. Contact Karen Finn of Results Leadership Group and/or Katherine Mowers of Community IT Innovators to explore how you can simplify and maximize your organization's impact data.
This presentation includes:
1. An overview of Results-based Accountability and an approach for identifying impact performance measures (activity during workshop session);
2. Where to start to assess your current organizational data and business systems in light of these performance measures;
3. An introduction to a process for reviewing software and determining a system that will be most useful to the organization’s operations.
4. An overview of software options used to support performance management, demonstrate impact and help to strategically plan for improvements.
We are happy to have a conversation about where you are at - and where you want to go - with your performance management and nonprofit business systems.
Assessing our students 2 ppt
This document discusses assessment and measurement of learner progress. It introduces Quality Matters, which provides quality standards for online course design, including a rubric. General Standard 3 of the rubric focuses on assessment and measurement. It states that assessments should measure learning objectives, have a clear grading policy, use descriptive rubrics, include varied assessment types suited to assignments, and provide opportunities for learner self-evaluation. The document provides examples of assessment strategies and ways to design effective assessments in online courses.
Overview of Assessment Ch. 3
The document discusses various principles and types of assessment. It describes norm-referenced tests, which compare students to a sample group, and criterion-referenced tests, which measure performance against a standard. It also distinguishes between survey tests, which provide an overview of skills, and diagnostic tests, which assess specific areas in more depth. Dynamic assessment is discussed as a way to determine a student's potential through assisted testing and trial teaching. The purpose of assessment should be to improve instruction and determine optimal learning circumstances for students.
Analyzing data the data is coming
The document provides guidance to mapping teams on developing, modifying, and analyzing common assessments, with sections outlining the process for each scenario and examples of assessment data reports from Mastery Manager that can be used to inform future assessment and curriculum decisions. Key steps include establishing learning outcomes, aligning questions, and examining assessment and teacher reflection data to determine if assessments adequately measure taught content.
Using Assessment Data for Educator and Student Growth
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
Instructional leardership chpt.8
1. The document discusses different types of assessments used to evaluate student learning including formative and summative assessments. Formative assessments are used to guide instruction and help students improve, while summative assessments evaluate learning at the end of instruction.
2. Standardized tests are discussed, including the purposes of achievement, diagnostic, and aptitude tests. Issues with high-stakes testing are also covered, such as narrowing curriculum.
3. More authentic assessment approaches are emerging in response to criticisms of traditional tests not reflecting real-world skills. Informal assessment is discussed as a formative approach.
Ma sampletest-hs 2010-13
This document provides information about sample mathematics tests administered by the Oregon Department of Education. It explains that the sample tests demonstrate the types of questions and content that students may encounter on statewide assessments. The document provides background on the test questions, scoring categories, and purposes of the sample tests. It also includes test-taking tips and information on how teachers, students, and parents can use the sample tests to prepare for statewide assessments.
Sar writing
This document provides guidance on conducting self-assessments. It discusses the importance of self-assessment in driving improvement and outlines objectives such as identifying strengths and weaknesses. It defines strengths, weaknesses, and norms and provides examples to illustrate the differences. The document also provides tips for writing accurate and impactful statements, using the right evaluative words, and ensuring judgements are supported by evidence. Managers are advised to involve staff and ensure a sense of ownership over the self-assessment report.
Seven purposes presentation
John Cronin's presentation: Multiple Measures Done Right - The Purpose Driven Assessment System at the January, 2017 COSA conference
Assessment with a Purpose
The document discusses using classroom assessment effectively by prioritizing standards and student needs, using data teams to focus improvement efforts, and sharing strategies. It emphasizes using formative assessments to make decisions about curriculum, instruction, and student understanding. Quick pre-assessments like KWL charts are recommended to evaluate what students already know. Assessments should be valid by aligning with objectives and instruction, and reliable by producing consistent results. Selecting assessments should consider how the results will improve student learning compared to no assessment.
English Proficiency Test
This document provides information about English proficiency tests and the process of constructing and standardizing such tests. It discusses two common proficiency tests, IELTS and TOEFL, outlining their testing components and procedures. Key aspects of test construction addressed include defining objectives, developing and reviewing test items, pretesting items, and ensuring questions are unbiased. The document also outlines the steps in standardizing tests, such as assembling the test, statistical analysis of items, and reliability reviews. Item analysis is described as a method to evaluate how well individual test questions are performing.
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Leveraging the Power of Rubrics for End of Rotation OSCEs on Multiple Sites
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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PLC Action Steps
- 2. Riverton Action Steps Riverton High School PLC Action Steps 5 Year Plan What does this look like in our department? What is the process we took to implement the action steps? Why?
- 8. ESSENTIAL STANDARDS What makes them essential?
- 9. 3 possible criteria make a standard an “essential” standard Power Standards: Identifying the Standards that Matter the Most by Larry Ainsworth “
- 10. What Are Essential Standards? Endurance: Knowledge that is relevant throughout life
- 11. Leverage: Applicable to many academic disciplines What Are Essential Standards?
- 12. Readiness: Necessary to succeed at next level or course What Are Essential Standards?
- 13. Essential Standards Process Step 1 Individually review the list of standards for the class Step 2 Build consensus as a team about which standards are essential standards Step 3 Check alignment to state test using “test blueprint” Step 4 Look at the results of your longitudinal data i.e. previous state test scores Step 5 Check your list of essential standards for vertical alignment
- 14. “Easy way to remember? Heart = ESSENTIAL Leg = Not essential to life
- 15. “What you will find is that a good set of Essential Standards will cover about 88% of the items on the state test, but not 100%. If you go after the extra 12%, you will have to cover many more standards and hence have less teaching time to thoroughly teach each of the essential standards. Power Standards: Identifying the Standards that Matter the Most by Larry Ainsworth
- 16. ESSENTIAL STANDARDS Essential Standards help avoid Curriculum Chaos
- 17. “Robert J. Marzano rates a Guaranteed and Viable Curriculum as the first factor having the most impact on student achievement What Works in Schools by Robert J. Marzano
- 22. Types of Assessments 3 Types of Assessments: Multiple Choice Open-Ended Performance Based
- 23. Type of Assessments 3 Types of Assessments: Multiple Choice Open-Ended Performance Based Which one is best?
- 24. Which Assessment? None of the methods are inherently superior to any other, and all are viable if used well
- 25. What Size? What size of assessment?
- 26. What Size? Three is the minimum number of questions for each learning target Triangulated Result
- 27. What Size? Four questions are better if you use multiple choice questions
- 28. PACING GUIDES Remember: These documents are living and change continually
- 29. “