Tools built for Standards-based Education
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This document discusses tools for standards-based learning and grading. It notes that while student information systems have standards-based grading options, their features are not always well-aligned with on-site grading systems. Common limitations of SISs include not being standards-centric, using averaging that falls short of correctly calculating standards-based grades, and not displaying student progress on individual standards to parents. It advocates getting software specifically designed for standards-based learning to avoid workarounds and help the initiative be successful. Key capabilities for such software are outlined.
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Do you have the right tools for Standards-based Learning?
Don’t settle for generic tools such as standard SISs, documents, spreadsheets, and paper and pencil. Your teachers will be frustrated with time-consuming workaround procedures that add unnecessary stress. Get tools specifically designed for SBL. Help your standards-based learning initiative take-off!
Learning and Transfer of Training Part 3
The document discusses the learning process and outlines several key components:
1) Perception, working storage, semantic coding, and long-term storage are mental processes involved in learning. Expectancy also plays a role in informing learners of objectives.
2) Specific techniques are described to enhance each process, such as emphasizing features to aid perception or providing cues to assist long-term storage.
3) Feedback is important for gratifying learners about performance and meeting expectancies.
Strayer bus375-week-10-assignment-3-latest-2020-april
This document provides instructions for a project management assignment asking students to submit a 4-6 page proposal covering execution, control, and closure of their chosen project. It requires identifying three challenges and recommendations, examining earned value management using three key metrics, and discussing the project closure plan. Students must use at least three academic resources and follow the Strayer Writing Standards format. The assignment assesses analyzing key project management concepts, developing processes for managing, controlling, and closing a project, and measuring progress.
Assessment
This document discusses factors to consider for practical and efficient assessments. It recommends that assessments be familiar, time-efficient in construction and scoring, easy to administer and interpret, and cost-effective. Specifically, it suggests using objective tests like multiple choice over essays due to easier scoring, and providing scoring guides to facilitate interpretation. The goal is to choose reliable, valid assessments that minimize demands on teachers' limited time.
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This document contains information about various individual assignments for the MED 575 course. It includes assignments on topics like assessment rubrics for math scenarios, evaluating and creating assessments, linking assessments to common core state standards, an assessment management plan, and implementing assessments in a diverse classroom. The assignments involve tasks like creating open-ended assessments, describing how to assess process standards, developing assessment tools, and creating a teach-assess-research plan with assessments, results, and lesson plan revisions. All the assignments are focused on designing and applying different kinds of math assessments.
3 10-14 formative assessment with the mathematics ccss
The document discusses formative assessment strategies for using the Common Core State Standards in mathematics. It begins with reviewing strategies from a previous meeting, including creating clear learning targets, designing lessons around a single target, teaching self-assessment and goal setting. Examples are given of applying these strategies using specific CCSS, like creating student-friendly targets and sample lesson targets. The agenda concludes with an activity for teachers to work in groups to modify a resource sheet to allow students to set goals and self-reflect on their progress.
Rubric Development
A rubric is a systematic method for providing feedback and evaluation of student work. It establishes clear expectations and criteria for assessing student performance. There are typically three parts to a rubric: the performance criteria, the levels of achievement, and a scoring guide. When designing a rubric, the key criteria for the assignment should be determined based on aspects like the communicator, audience, purpose, and context. Rubrics can be analytic, evaluating different components separately, or holistic, providing an overall score. Rubrics should be shared with students upfront and used to guide assessment and feedback.
Data, decisions, action slideshare
There are many assessments being used but lack of clarity about their purposes. An organized assessment plan is needed to coordinate different initiatives and ensure all elements work together toward the overall goal of student progress. The first step is to examine current assessments being used and discard any not serving a clear need, in order to simplify the system. A valid, reliable and coordinated assessment approach can provide the right data to inform instructional decisions at each level from problem identification to evaluation of plans.
Recommended
Do you have the right tools for Standards-based Learning?
Don’t settle for generic tools such as standard SISs, documents, spreadsheets, and paper and pencil. Your teachers will be frustrated with time-consuming workaround procedures that add unnecessary stress. Get tools specifically designed for SBL. Help your standards-based learning initiative take-off!
Learning and Transfer of Training Part 3
The document discusses the learning process and outlines several key components:
1) Perception, working storage, semantic coding, and long-term storage are mental processes involved in learning. Expectancy also plays a role in informing learners of objectives.
2) Specific techniques are described to enhance each process, such as emphasizing features to aid perception or providing cues to assist long-term storage.
3) Feedback is important for gratifying learners about performance and meeting expectancies.
Strayer bus375-week-10-assignment-3-latest-2020-april
This document provides instructions for a project management assignment asking students to submit a 4-6 page proposal covering execution, control, and closure of their chosen project. It requires identifying three challenges and recommendations, examining earned value management using three key metrics, and discussing the project closure plan. Students must use at least three academic resources and follow the Strayer Writing Standards format. The assignment assesses analyzing key project management concepts, developing processes for managing, controlling, and closing a project, and measuring progress.
Assessment
This document discusses factors to consider for practical and efficient assessments. It recommends that assessments be familiar, time-efficient in construction and scoring, easy to administer and interpret, and cost-effective. Specifically, it suggests using objective tests like multiple choice over essays due to easier scoring, and providing scoring guides to facilitate interpretation. The goal is to choose reliable, valid assessments that minimize demands on teachers' limited time.
Med 575 Massive Success / snaptutorial.com
This document contains information about various individual assignments for the MED 575 course. It includes assignments on topics like assessment rubrics for math scenarios, evaluating and creating assessments, linking assessments to common core state standards, an assessment management plan, and implementing assessments in a diverse classroom. The assignments involve tasks like creating open-ended assessments, describing how to assess process standards, developing assessment tools, and creating a teach-assess-research plan with assessments, results, and lesson plan revisions. All the assignments are focused on designing and applying different kinds of math assessments.
3 10-14 formative assessment with the mathematics ccss
The document discusses formative assessment strategies for using the Common Core State Standards in mathematics. It begins with reviewing strategies from a previous meeting, including creating clear learning targets, designing lessons around a single target, teaching self-assessment and goal setting. Examples are given of applying these strategies using specific CCSS, like creating student-friendly targets and sample lesson targets. The agenda concludes with an activity for teachers to work in groups to modify a resource sheet to allow students to set goals and self-reflect on their progress.
Rubric Development
A rubric is a systematic method for providing feedback and evaluation of student work. It establishes clear expectations and criteria for assessing student performance. There are typically three parts to a rubric: the performance criteria, the levels of achievement, and a scoring guide. When designing a rubric, the key criteria for the assignment should be determined based on aspects like the communicator, audience, purpose, and context. Rubrics can be analytic, evaluating different components separately, or holistic, providing an overall score. Rubrics should be shared with students upfront and used to guide assessment and feedback.
Data, decisions, action slideshare
There are many assessments being used but lack of clarity about their purposes. An organized assessment plan is needed to coordinate different initiatives and ensure all elements work together toward the overall goal of student progress. The first step is to examine current assessments being used and discard any not serving a clear need, in order to simplify the system. A valid, reliable and coordinated assessment approach can provide the right data to inform instructional decisions at each level from problem identification to evaluation of plans.
Copy of data 2010 reading
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This document discusses revising instructional materials based on formative assessment data. It describes analyzing data from one-to-one trials and small group studies, including learner characteristics, responses, learning time, and post-test performance. Data should be summarized using tables showing item-by-item and learner-by-objective performance. Revisions are identified by examining objectives, pre/post-tests, instructional strategies, learning time, and implementation procedures. A template is provided to document proposed changes based on identified problems and evidence from the evaluation. The goal of revision is to improve areas where learners struggled and facilitate intellectual growth.
12 16-13 formative assessment with the mathematics ccss
This document discusses formative assessment strategies for implementing the Common Core State Standards in mathematics classrooms. It provides examples of using four key strategies: 1) creating clear learning targets for students based on specific CCSS, 2) designing lessons focused on individual targets or skills, 3) teaching students to self-assess and set goals, and 4) engaging students in self-reflection and tracking their own learning. Teachers are encouraged to work in professional learning communities to develop student-friendly learning targets and modify assessment resources to incorporate goal-setting and reflection based on the CCSS. The purpose is to help students understand learning objectives and take ownership of their progress.
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Here is a Power Point from the last meeting with Administrators. At this meeting, CLASS data from the first round of observations were shared, and administrators engaged in a structured reflective conversation. In addition, administrators reviewed the behavior indicators associated with concept development, and they were provided examples for each behavior indicator. And finally, administrators learned about the expectations of monitoring LAP-3 implementation at centers and at school sites.
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Types of Grading and Reporting System
The document discusses various grading and reporting systems used in education including letter grades, pass/fail systems, criterion-referenced grading, and portfolios. It also covers conducting parent-teacher conferences to discuss student performance and components that make up a student's overall grade such as tests, quizzes, projects, participation, and behavior. Effective grading requires thoughtful professional judgment and should not be used as a weapon against students.
Research
The document discusses different types of rubrics used to assess student performance, including analytic and holistic rubrics. It provides details on how to construct each type of rubric and the advantages and disadvantages of using scoring rubrics. Specifically, it explains that analytic rubrics assess criteria separately while holistic rubrics assess overall performance. The document also notes that rubrics are best for skills and processes, provide guidance to students, and are useful for scaffolding new tasks when students also help design the rubric.
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Readi step parents
The ReadiStep program aims to prepare middle school students for high school, college, and careers. It consists of sections on critical reading, writing skills, and math that mirror the PSAT and SAT in format and scoring. The test takes 2 hours and provides individual score reports on a scale of 1-7 to measure strengths and weaknesses. It also gives administrators detailed question-level data and guidance to address gaps. The goal is to facilitate early intervention and improve student outcomes through curriculum guidance and test-taking practice.
What is an assessment rubric?
An assessment rubric is a matrix used to evaluate and grade work. It describes the criteria being assessed and the standards or levels of achievement for each criterion, often on a scale. Rubrics promote fair, accurate, and defensible assessment by applying the same criteria consistently. They also allow for efficient marking and can be used for self-assessment or multiple markers to apply criteria uniformly. Rubrics may provide examples illustrating each criterion level and can allocate marks to levels for a marking scheme.
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The document introduces a multi-step process for teachers to better understand academic standards. The process involves analyzing released items from state standardized tests and local benchmark assessments, identifying student strengths and weaknesses, and examining student work. Breakout groups were given examples to analyze items, assess student performance data, compare item rigor, and determine next steps for instruction. The goal is to help teachers unpack standards through the lens of assessment and apply insights to guide student learning.
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The document outlines Alaska Gateway School District's process for developing an educator evaluation system. It discusses the goals of making the process streamlined, linked to a framework, supportive of improvement, and useful for professional development. The evaluation will include four performance standards: learning environment, planning, instructional delivery, and professionalism. Educators at a workshop will work in groups to determine proficiency indicators within the performance standards by reviewing examples from models like Danielson and Marzano. Their work will be entered into a shared Google folder.
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This session will address critical information pertaining to the components of a standards-based IEP, the importance of precision in determining students’ level of performance, and steps for writing meaningful and measurable goals and objectives. Participants will receive an overview of the process and some practical tools to aid them in future practice.
For more information, visit our website:
http://stetsonassociates.com/services/staff-development/writing-standards-based-ieps/
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Standardized information systems have limitations including outdated gradebooks, poor communication of student progress standards, and difficulties individualizing assessments and standards-based report cards. A new platform aims to address these issues with features like intuitive gradebooks aligned to standards, tools to calculate student performance, customizable report cards, and data analytics to inform instruction. The system integrates learning targets, rubrics, assessments and allows teacher collaboration around building curriculum.
Building Testing Committees that have the Authority to Create Effective Change
Incorporation of sound curriculum evaluation measures and related analysis can provide evidence to support changes within the curriculum that close content gaps, as well as support for individual interventions for academically at-risk students as early as possible in the course sequencing, to avoid the prospect of a “too little, too late” response to learning deficits. To promote the process of continual program evaluation and quality improvement, faculty are better defining the data they analyze to drive fine-tuning of curricula, with the ultimate goal of achieving all desired curriculum outcomes. However, many programs lack the assignment of these analysis tasks within their curriculum committee framework, and as a result, changes to testing policy may be implemented without much evidence-based reason, and may be carried out in a way that is irrespective of other curriculum revisions. In best cases, this lack of consistency with the analysis as well as the lack of attention to curriculum impact once these testing policies are implemented results in the lack of any observable increase in desired outcomes like improved pass rates. At worst, this situation results in the “wheels spinning” scenario, where faculty serving on the curriculum committee appear to make random but unrelated policy changes throughout the academic year, with no real clarity about what outcomes they are expecting from these interventions, and no way of accruing data after the fact that can be analyzed for any evidence of improvement.
This webinar will address a common trend that is increasingly being adopted by faculty to avoid this type of scenario: the formulation of a testing committee. The discussion will encompass methods used to evaluate both total program outcome achievement and individual student performance, using methods for both internal and external curriculum evaluation, and will identify how faculty can incorporate consequences associated with students’ scores and other evaluation data within their testing policies that have been shown in research studies to improve outcomes. Another key role of the committee is the design and implementation of all testing-related policies within the curriculum, generally with approval of the overall curriculum committee, but also with input from the student affairs committee, as these testing policies relate to admission, progression, and graduation policies that are generally within the oversight of the student affairs committee. Finally, the testing committee will be described as the regulator of the school’s testing style manual with respect to item creation, editing, and removal of test items from the item bank used for teacher-made exams, based on a systematic review of item analysis data in concert with sound item writing skills designed to produce test items at the application-and-above level within the cognitive taxonomy.
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This document discusses revising instructional materials based on formative assessment data. It describes analyzing data from one-to-one trials and small group studies, including learner characteristics, responses, learning time, and post-test performance. Data should be summarized using tables showing item-by-item and learner-by-objective performance. Revisions are identified by examining objectives, pre/post-tests, instructional strategies, learning time, and implementation procedures. A template is provided to document proposed changes based on identified problems and evidence from the evaluation. The goal of revision is to improve areas where learners struggled and facilitate intellectual growth.
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This document discusses formative assessment strategies for implementing the Common Core State Standards in mathematics classrooms. It provides examples of using four key strategies: 1) creating clear learning targets for students based on specific CCSS, 2) designing lessons focused on individual targets or skills, 3) teaching students to self-assess and set goals, and 4) engaging students in self-reflection and tracking their own learning. Teachers are encouraged to work in professional learning communities to develop student-friendly learning targets and modify assessment resources to incorporate goal-setting and reflection based on the CCSS. The purpose is to help students understand learning objectives and take ownership of their progress.
Center supervisor (12 11 13)
Here is a Power Point from the last meeting with Administrators. At this meeting, CLASS data from the first round of observations were shared, and administrators engaged in a structured reflective conversation. In addition, administrators reviewed the behavior indicators associated with concept development, and they were provided examples for each behavior indicator. And finally, administrators learned about the expectations of monitoring LAP-3 implementation at centers and at school sites.
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The document discusses Robert Marzano's book "Classroom Instruction That Works" and the research behind different instructional strategies. It summarizes that researchers in the 1970s concluded teaching quality accounts for 10% of variance in student achievement. Later analysis determined the most important factor is teacher effectiveness. The document then discusses Marzano and McREL's research analyzing studies to determine the average effect size of different instructional strategies. It lists some strategies with their effect sizes and planned next steps to understand and implement PowerWalkThroughs to provide feedback to teachers based on observed instructional strategies.
Types of Grading and Reporting System
The document discusses various grading and reporting systems used in education including letter grades, pass/fail systems, criterion-referenced grading, and portfolios. It also covers conducting parent-teacher conferences to discuss student performance and components that make up a student's overall grade such as tests, quizzes, projects, participation, and behavior. Effective grading requires thoughtful professional judgment and should not be used as a weapon against students.
Research
The document discusses different types of rubrics used to assess student performance, including analytic and holistic rubrics. It provides details on how to construct each type of rubric and the advantages and disadvantages of using scoring rubrics. Specifically, it explains that analytic rubrics assess criteria separately while holistic rubrics assess overall performance. The document also notes that rubrics are best for skills and processes, provide guidance to students, and are useful for scaffolding new tasks when students also help design the rubric.
EDD 724 Invent Yourself/newtonhelp.com
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Choose a curriculum document such as course descriptions, curricular maps, or government standards documents, from your work setting. These documents should provide enough material for you to conduct an in-depth analysis.
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The ReadiStep program aims to prepare middle school students for high school, college, and careers. It consists of sections on critical reading, writing skills, and math that mirror the PSAT and SAT in format and scoring. The test takes 2 hours and provides individual score reports on a scale of 1-7 to measure strengths and weaknesses. It also gives administrators detailed question-level data and guidance to address gaps. The goal is to facilitate early intervention and improve student outcomes through curriculum guidance and test-taking practice.
What is an assessment rubric?
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Wsu principals presentation -use of data
This document describes the evolution of a school's use of data-driven instruction from 2007-2014. It started with informal grade-level data reviews and shifted to more formal meetings using screening assessments. Teams began setting student learning goals and using common assessments. Over time, the focus shifted from what was taught to what students learned. Teams met weekly for collaboration and data-driven discussions. By 2014, the school saw significant improvements in math computational fluency based on their aligned goals and frequent data analysis at the grade, class, and student levels.
Cst analysis overview sdusd princ 11-16-10
The document introduces a multi-step process for teachers to better understand academic standards. The process involves analyzing released items from state standardized tests and local benchmark assessments, identifying student strengths and weaknesses, and examining student work. Breakout groups were given examples to analyze items, assess student performance data, compare item rigor, and determine next steps for instruction. The goal is to help teachers unpack standards through the lens of assessment and apply insights to guide student learning.
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Incorporation of sound curriculum evaluation measures and related analysis can provide evidence to support changes within the curriculum that close content gaps, as well as support for individual interventions for academically at-risk students as early as possible in the course sequencing, to avoid the prospect of a “too little, too late” response to learning deficits. To promote the process of continual program evaluation and quality improvement, faculty are better defining the data they analyze to drive fine-tuning of curricula, with the ultimate goal of achieving all desired curriculum outcomes. However, many programs lack the assignment of these analysis tasks within their curriculum committee framework, and as a result, changes to testing policy may be implemented without much evidence-based reason, and may be carried out in a way that is irrespective of other curriculum revisions. In best cases, this lack of consistency with the analysis as well as the lack of attention to curriculum impact once these testing policies are implemented results in the lack of any observable increase in desired outcomes like improved pass rates. At worst, this situation results in the “wheels spinning” scenario, where faculty serving on the curriculum committee appear to make random but unrelated policy changes throughout the academic year, with no real clarity about what outcomes they are expecting from these interventions, and no way of accruing data after the fact that can be analyzed for any evidence of improvement.
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Assessment developing an sgo work for merge 0
This document discusses assessments for student growth objectives (SGOs) and provides guidance on developing high-quality assessments. It addresses:
- Assessments being central to measuring student learning related to SGOs. They must be thoughtfully chosen or developed.
- Characteristics of quality assessments, including aligning to standards, measuring appropriate depth of knowledge, and using clear writing and scoring rubrics.
- A planning process for choosing or modifying assessments, including reviewing goals, standards, and instructional periods to ensure assessments are well-aligned.
- Examples of developing work plans and timelines to collaboratively create new or modify existing assessments.
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This document provides information and guidance for developing effective assessment tasks. It discusses linking assessment to learning outcomes, setting the appropriate level according to the NQF framework, and different types and purposes of assessment. Guidelines are provided for writing good learning outcomes and developing rubrics and criteria for assessment tasks. Different taxonomies for generating outcomes and assessments are explained, including Bloom's and Biggs' SOLO taxonomy. The document also covers reliability and validity in assessment, and provides tips for writing exam papers and checklists for moderation. Participants will work on tasks to develop assessment activities and criteria for outcomes, and compare sample exam papers.
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The document describes the development of an evaluation tool for educators in the Alaska Gateway School District. It outlines the key components of the evaluation system, including four performance standards (learning environment, planning, instructional delivery, and professionalism), student learning objectives, cultural standards, observations, and other sources of information. It establishes goals for the evaluation process to be streamlined, linked to indicators, supportive of educators, and useful for professional development. Groups of educators will work to determine proficiency indicators within each of the four performance standards by reviewing examples from approved frameworks and choosing those that align with the standard's supporting categories.
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This document provides an overview of assessing the Level 3 Diploma for Health Screeners qualification. It discusses the structure of units, learning outcomes, and assessment criteria. It explains Bloom's taxonomy and how it relates to unit structure. The document also outlines strategies for assessment, including using a range of methods, direct observation in the workplace, and ensuring assessments are valid, reliable, and meet awarding organization standards. Tips are provided for developing good assessment approaches, such as using up-to-date assessment plans and giving constructive feedback.
WSU new standards mean new baseline
The document discusses strategies for using student performance data from Smarter Balanced Assessments (SBA) to improve instruction. It provides an overview of 2014 SBA field test results and how claims and targets relate to Common Core standards. The document also discusses using interim assessments and digital resources to monitor progress, identify gaps, and promote instructional shifts. Scoring reports and family reports are demonstrated to help analyze results at student, class, and subgroup levels.
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This document provides an overview of a course on data-driven instruction. It discusses identifying and analyzing qualitative and quantitative student data, the PLAN-TEACH-REFLECT-APPLY method for using data to improve instruction, and the differences between formative and summative assessments. The document also addresses using state, district, and other assessment data to identify focus areas and group students for targeted instruction.
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Tools built for Standards-based Education
- 1. Do you have the right tools for Standards-based Learning?
- 2. Chart your course to Standards- based Learning 2 Destination 1 Address Seven Counterproductive Assessment and Grading Practices and Beliefs Destination 2 Classroom Assessment and Grading as Components of a Guaranteed and Viable Curriculum Destination 3 Standards-based Grading and Reporting Destination 4 Competency-based Education Source: Charting a Course to Standards-based Grading, Tim Westerberg Standards-based grading is one component of standards-based learning. School and district leadership can follow this journey to improve classroom assessment and grading practices.
- 3. “ Although almost all student information systems now have standards-based grading options, the grade book features of some systems are not sufficiently aligned with the design of the grading system developed onsite to enable teacher-friendly data entry and data management. 3 Source: Charting a Course to Standards-based Grading, Tim Westerberg 3
- 4. Common limitations with SISs Not Standards-Centric SIS’s are assignment aligned. Most SISs only show one learning target associated with an assignment. More work for teachers from adding extra assignments to handle multiple learning targets. Gradebooks should align by standard to better adjust instruction. Moreover, educators must become “MacGyver” to align standards which wastes time. Averaging falls short Can not correctly calculate the summative grade. SIS could just produce an average of all assignments without taking complexity into account. Averaging equally weights assessments taken throughout the grading period rather than focusing on recent mastery. In addition, formative assessments, behavioral evaluations, and extra credit gets intermingled when they should be omitted. Standards gap on portals Parent portals generally don’t display a student's progress on individual learning targets. A guiding principle for standards-based learning is to communicate expectations and learning progress. Portals should provide visibility of standards mastery tied with evidence to show progress and identify areas of need. 4 WhatwehearWhycare
- 5. 5 Does your software truly support SBL? Don’t settle for generic tools such as standard SISs, documents, spreadsheets, and paper and pencil. Your teachers will be frustrated with time-consuming workaround procedures that add unnecessary stress.* Get software designed for SBL. Help your standards-based learning initiative take-off! Source: Charting a Course to Standards-based Grading, Tim Westerberg
- 6. SBL Capability Considerations 6 If you want to arrive at Destinations 3 and 4, you want to make it intuitive and sustainable for your teachers to accomplish. Reduce labor intensive tasks and spend more time teaching. Here are just a few capabilities to consider including of course ease of use. ❏ Gradebook built for Standards ❏ Align each assessment to all relevant standards instead of just one ❏ Import state standards, CCSS, or district standards ❏ Manage standards across district and identify gaps ❏ “Roll Up” the standards hierarchy ❏ Define unique proficiency scales that are numbers (e.g. 1-4) or letters (e.g. P-Proficient) ❏ Capture formative assessments in gradebook to analyze and give feedback without grading ❏ Continuously calculate proficiency grade from summative assessments ❏ Utilize Power Law, Decaying Weight, Median of Recent and other methods to calculate SBG ❏ Highly configurable standards-based report cards out-of-the-box ❏ Support for SBG, traditional grades, or both on report cards ❏ Student mastery analytics to inform instruction, show growth, group students, etc. ❏ Differentiate instruction with assignments for all or some students based on mastery ❏ Teacher collaboration tools to find, collect, and create lessons and assessments ❏ Communicate mastery progress with email tools and parent/student portal ❏ Allow standards to roll over multiple grading periods ❏ Separate behavioral measures
- 7. ● Learning Targets and Rubrics ● Summative and Formative Assessments ● Curriculum and Lesson Planning ● Learning Management System ● Standards-based Report Cards ● Standards-based Gradebook www.teacherease.com