Ptac and test conferencing
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The document discusses research on standardized testing and strategies to promote a positive testing culture. It notes that students in some states take up to 20 standardized tests per year, which can overwhelm and demotivate low-achieving students. However, research shows that providing feedback, explaining the purpose of tests, and fostering collegial discussions about assessment can increase students' self-efficacy. The document outlines strategies like testing conferences, parent involvement, and schoolwide celebrations that are shown to motivate students and promote a positive testing culture.
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Psychology is the scientific study of behavior and mental processes. It uses scientific research methods to observe and explain behaviors through description, explanation, prediction, and control. Throughout history, views of psychology and its goals have developed from focusing on internal mental processes to emphasizing observable behavior and the purpose and function of thoughts and actions. Modern psychology incorporates many perspectives including biological, cognitive, behavioral, psychodynamic, humanistic, and social-cultural approaches.
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This document discusses the assessment of learning outcomes in a nursing program at Northern Essex Community College. It describes developing an assessment plan as part of the program review, including mapping outcomes to curriculum and assessments. The program uses ATI comprehensive exams to assess program-level outcomes annually. The results provide subscale performance that mirrors NCLEX content areas. To make the results more useful, the program developed a template to interpret ATI group data and scheduled annual assessments mapped to program objectives. This will help identify areas for improvement and evaluate impacts of curriculum changes over time.AT & DT by Laxman Kumar R
The document discusses diagnostic testing and achievement testing. It defines diagnostic testing as identifying specific learning deficiencies in individuals to address weaknesses. It provides characteristics of good diagnostic tests, including assessing each learning point with multiple items. The document also discusses constructing and administering diagnostic tests, and their uses in guiding instruction and aiding students. Achievement tests measure overall learning, but have some diagnostic value. The key difference is achievement tests sample content broadly while diagnostic tests exhaustively assess each learning point.
Assessment and Evaluation
Assessment involves collecting evidence of a student's learning over time to improve teaching. It is not based on one test, but uses multiple measures to develop a deep understanding of what students know. Assessment provides feedback to students and teachers to modify instruction. It plays a key role in student learning and motivation. Assessment can be formative, to guide ongoing instruction, or summative, to evaluate learning at an endpoint. Both have important roles in the education process.
Impact assesment tailoring centre run by youthreach
This document summarizes an impact assessment of a tailoring center run by Youthreach as part of a livelihood support program. A survey was conducted of 118 past students to evaluate the social and economic impacts. Key findings include: 51.69% of students came from scheduled castes and benefited financially; 29.66% are now earning income from tailoring; and the program increased gender awareness and women's empowerment in the community. Suggestions are provided such as adding new designs, encouraging entrepreneurship, and expanding to new villages.
Carly Intro to tpep
The document summarizes Washington state's transition from a binary satisfactory/unsatisfactory teacher evaluation system to a new four-tiered professional growth and development system. The new system will evaluate teachers across eight criteria including student growth, instructional practices, content knowledge, learning environment, and collaboration. It will involve teachers engaging in self-assessment, goal-setting, observations, reflections and evaluations to determine their tier ranking from unsatisfactory to distinguished. The framework aims to provide meaningful feedback and opportunities for professional development to improve instructional practices and student learning outcomes.
Aligning Outcomes, Assessment & Reporting
This document discusses aligning assessment, outcomes, and reporting in history education. It provides an overview of assessment concepts and strategies including norm-referenced versus criterion-referenced assessment, formative versus summative assessment, and using syllabus outcomes and standards-based rubrics in assessment. It emphasizes the importance of gathering evidence of student learning in relation to outcomes and using this evidence to provide feedback and determine achievement levels. The document also discusses designing assessment using backward design principles by first identifying outcomes and then planning teaching strategies, learning activities, and forms of assessment and evaluation.
Presentation october data team 2012 1
This document provides an overview of a presentation on data teams. It discusses the importance of using data to guide instructional improvements, and provides recommendations and examples for establishing a culture of data-driven decision making at the classroom, school, and district level. The key recommendations include making data part of an instructional cycle, teaching students to examine their own data, establishing a clear school-wide vision for data use, providing supports for collaboration, and developing a district-wide data system.
Basics of assessment
The document discusses various terms related to assessment including assessment, evaluation, measurement, and examination. It provides definitions and discusses the differences between assessment, evaluation, formative assessment, summative assessment, and measurement. Key steps in assessment and evaluation are outlined. Different types of assessments are also described such as group assessment, self-assessment, peer assessment, exams, coursework essays, oral exams, projects and presentations.
Accommodations vs. modifications
This document provides guidance on selecting, administering, and evaluating accommodations for students with disabilities. It outlines 5 outcomes: 1) exposing students to grade level content, 2) learning about accommodations, 3) selecting accommodations for students, 4) administering accommodations during instruction and assessment, and 5) evaluating accommodation use. The document discusses the difference between accommodations and modifications, categories of accommodations, and the process for selecting, using, and assessing accommodations to provide access to grade level content for students with disabilities.
Beyond accreditation
#Accreditation #BeyondAccreditation #Traditional #Transitional #Transformational
Understanding the origin, purpose, types and process helps to think ourselves beyond accreditation. Overview presented will help to implement accreditation different types of OBE process in different kinds of institutions like Affiliated (non-autonomous), Affiliated (autonomous) and university.
Types of assessment and studies based on them
This document discusses different types of assessments used in education. It describes baseline assessment, which is used to determine what learners already know about a topic before instruction. Diagnostic assessment checks students' needs, abilities, and readiness to acquire new knowledge and skills. Formative assessment provides feedback during instruction and can positively impact summative assessment results. Summative assessment evaluates learning at the end of an instructional period. Continuous assessment uses internal school assessments throughout the year to contribute to final grades. Systematic assessment effectively monitors learner progress and achievement over time through qualitative and quantitative data collection and review.
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Measurement, assessment, and evaluation in outcome based education
Measurement, assessment, and evaluation in outcome based education
Assessing+learning+outcomes+in+nursing+programs+c427 a
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Impact assesment tailoring centre run by youthreach
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- 2. WHAT THE RESEARCH SAYS ON TESTING • STUDENTS TAKE AS MANY AS 20 STANDARDIZED ASSESSMENTS PER YEAR IN SOME STATES. THE REGULARITY WITH WHICH TESTING OCCURS, ESPECIALLY IN THESE GRADES, MAY BE CAUSING STUDENTS, FAMILIES, AND EDUCATORS TO FEEL BURDENED BY TESTING. • “LOW ACHIEVERS BECOME OVERWHELMED BY ASSESSMENTS AND DEMOTIVATED BY CONSTANT EVIDENCE OF THEIR LOW ACHIEVEMENT, THUS FURTHER INCREASING THE GAP BETWEEN LOW- AND HIGH- ACHIEVING STUDENTS. A GREATER EMPHASIS ONSUMMATIVE ASSESSMENT THUS BRINGS ABOUT INCREASED DIFFERENTIATION.
- 3. RESEARCH BASED SOLUTIONS • RESEARCH INDICATES THAT “TEACHERS’ OWN CLASS-TESTING PRACTICES CAN HELP TO INCREASE SELF-EFFICACY, IF TEACHERS EXPLAIN THE PURPOSE AND EXPECTATIONS OF THEIR TESTS AND PROVIDEFEEDBACK. • FURTHER, A SCHOOL’S ‘ASSESSMENT CULTURE’ INFLUENCES STUDENTS’FEELINGS OF SELF-EFFICACY AND EFFORT. • COLLEGIALITY – MEANING CONSTRUCTIVE DISCUSSION OF TESTING AND THE DEVELOPMENT OF DESIRABLE ASSESSMENT PRACTICEIN THE SCHOOL – HAS A POSITIVE EFFECT, WHILST A FOCUS ON PERFORMANCE OUTCOMESHAS A NEGATIVE EFFECT.
- 4. PTAC: POSITIVE TESTING ACHIEVEMENT CUTLURE • RESEARCH BASED PROTOCOLS SHOWN TO INCREASE STUDENT MOTIVATION AND SELF-EFFICACY IN HIGH-STAKES LEARNING • TESTING CONFERENCING • PARENT/COMMUNITY INVOLVEMENT/NOTIFICATION • EXPLANATION OF ASSESSMENTS TO STUDENTS • SCHOOL WIDE TESTING CELEBRATION/PREPARATION
- 5. MAP/UNIT TESTING CONFERENCING OBJECTIVES: -INFORM STUDENTS OF PRESENT ACHIEVEMENT LEVELS -MAKE STUDENT AWARE OF CONTENT STRENGTHS AND WEAKNESSES -HELP STUDENTS LINK LESSONS LEARNED TO TESTED CONTENT -HELP STUDENTS SET GOALS TO INCREASE TEST SCORES
- 6. MAP TESTING CONFERENCING PREPARATION • SET UP A PRIVATE AREA IN THE CLASSROOM • HAVE THE FOLLOWING DOCUMENTS ALREADY PRINTED TO EXPEDITE THE CONFERENCING PROCESS (DOCUMENTS FOR MAP TEST CONFERENCING ARE SAVED IN THE I:DRIVE) • COPY OF GRADE LEVEL-MAP TEST SCORE EQUIVALENCY • COPY OF EOG-MAP TEST EQUIVALENCY • COPY OF STUDENT GOAL SHEET (TELLS CURRENT SCORE AND PROJECTED SCORE) • COPY OF CLASS REPORT-TELLS AMOUNT OF TIME EACH STUDENT USED TO TAKE THE TEST • PEN/PENCIL *SOCIAL STUDIES AND SCIENCE TEACHERS CAN USE BLANK MAP GOAL SETTING SHEETS TO CONFERENCE WITH THEIR STUDENTS
- 8. SEDGEFIELD STRATEGIES AND NEXT STEPS • INSPIRATIONAL VIDEOS • ACHIEVEMENT THEMES IN CLASS (I.E. “NO FAIL ZONE”) • PARENT NOTIFICATION OF STUDENT OUTCOMES • SCHOOLWIDE/COMMUNITY RECOGNITION OF HIGH ACHIEVERS AND STUDENTS WHO IMPROVED
- 9. Q + A
- 10. ADDITIONAL RESOURCES • HTTP://WWW.EDWEEK.ORG/EW/ARTICLES/2014/05/14/31SURVEY.H33.HTML • HTTP://EPPI.IOE.AC.UK/CMS/LINKCLICK.ASPX?FILETICKET=PBYL1CDSDJU%3D&TABID=104&MID=196 5