Understanding Standards
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The document summarizes a workshop on effectively communicating and using curricular standards. The purpose is to increase teachers' understanding of standards to make them more meaningful. Objectives are to communicate standards effectively and identify their purpose. Teachers should make standards clear to all stakeholders and reference them daily. Standards guide instruction, allow continuity, and hold teachers accountable. Research shows aligning instruction with standards and assessments improves student performance. The workshop evaluates teachers' understanding before and after through a questionnaire, classroom observations, and administrator reviews.
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The document outlines a workshop to help teachers better understand curricular standards. The goals are to increase understanding of standards and make them more meaningful. Objectives include effectively communicating standards to stakeholders. Examples are given for how to communicate standards clearly to students and parents, such as rewriting standards in simpler language and discussing them during parent-teacher conferences. Research suggests aligning instruction with standards and assessments can improve student performance on tests. A worksheet is provided to help teachers simplify standards language. Assessment methods are listed to evaluate the effectiveness of the workshop in improving teachers' understanding and use of standards.
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This teacher evaluation form collects student feedback on various aspects of a teacher's performance such as their knowledge of the subject, clarity of explanations, effective use of teaching aids, punctuality, involvement of students, temperament, and areas for improvement. The evaluation focuses on how well the teacher conveys course content and key concepts, maintains student engagement, and can be improved to strengthen teaching standards. Student feedback is gathered through ratings of the teacher's grasp of material, presentation skills, availability, and ability to foster learning.
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2. Some benefits of alternative assessments mentioned include capturing complex skills, addressing realistic tasks, including good instructional tools, communicating what is truly valued, and meeting different student learning styles.
3. The document provides examples of alternative assessments like performances, writing samples, interviews, portfolios, and observations. It also discusses principles of assessment like tying assessment to curriculum, using both formative and summative evaluations, and employing a broad range of data collection methods.
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This document discusses language assessment and evaluation. It defines key concepts related to assessment, outlines principles of assessment and evaluation, and describes different types and purposes of assessment including diagnostic, formative, and summative assessment. Different assessment tools are also discussed, such as observations, anecdotal records, checklists, and rating scales. The goal of assessment is to improve teaching and learning by gathering information on students' knowledge and abilities.
Assessment plan
Formative and summative assessments should be used together to fully evaluate student learning. Formative assessments, like classroom discussions and informal feedback, occur during instruction to provide detailed feedback and guide instruction. Summative assessments, like tests and final projects, occur after instruction to evaluate student performance against standards. When used together, formative assessment data can be used to tailor instruction and improve outcomes on summative assessments. Both assessment types provide important information when used in an integrated manner.
دانشگاه آزاد اسلامی تبریز.pptx
1) The document discusses different types of English language testing including traditional tests, teacher-made tests, standardized tests, multiple choice tests, and communication tests.
2) It explains the importance of testing for evaluation purposes in education and how well-designed tests can benefit both teachers and students.
3) The key types of tests discussed are teacher-made tests which evaluate student progress, standardized tests which use uniform procedures and cover a wider scope of material, and communication tests which aim to assess language skills more globally.
REPORT-ABOUT-CHAPTER-8.pptx
The document discusses how portfolios can help learners improve by allowing them to visually track their progress over time. Teachers should schedule individual meetings to review each learner's portfolio entry-by-entry, asking questions to guide self-reflection on strategy used, differences between pieces, and areas for continued growth. Learners commit to specific plans to apply lessons from reviewing their portfolio to future work. This process helps learners recognize their progress and identify focused goals for additional improvement.
Chapter 10 willis white
This document discusses formative and summative evaluation. Formative evaluation involves collecting data during instructional design to revise materials, while summative evaluation determines final materials' effectiveness. The chapter describes conducting formative evaluations through small group trials and field tests to refine materials before summative evaluation. Data is collected from learners, instructors and subject experts then analyzed to improve instruction. The goal is effective materials that function as intended and achieve desired outcomes.
Continuous Assessment/Testing Guidelines Summary
Continuous assessment (CA) is an important part of the learning process that focuses on performance tasks like journals, reflections, portfolios, and observations. It helps reduce test anxiety and provides a fuller picture of student achievement. CA reflects evolving theories of teaching and learning outcomes. It offers a way to cater to diverse learners and can be introduced gradually, starting with self-assessment. Progress tests are also a central part of learning that help teachers understand what students can do, inform students of their progress, and identify strengths and weaknesses to evaluate programs. Tests should measure important rather than easiest objectives and include features of communicative language teaching.
Nov. 6, 2012 performance expectations
This document provides an overview and examples of the key concepts and standards for teacher evaluation in North Carolina. It discusses the expectations for each standard, including leading the classroom, collaborating with others, maintaining high ethical standards, building positive relationships with students, teaching rigorous and relevant content, understanding how students learn, planning effective lessons, using resources and technology, communicating clearly, and continually improving through professional development. Teachers are expected to self-reflect on their performance, know what proficient teaching looks like, and be able to justify and improve their instructional practices based on these standards.
Lesson-Planning-CG.pptx
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
Assessment and learning - getting quality in both
The document discusses assessment and learning in several countries and contexts. It notes that national curriculum and testing in countries like England and Wales have been progressively simplified over time as overly detailed requirements proved unworkable and had negative effects. Assessment needs to have the "Goldilocks principle" of not being too vague or too detailed, but just right to support learning. The document also discusses the key principles of assessment for learning, including setting clear learning goals and success criteria, using feedback to close gaps between current and desired performance, and potential issues with praise as a form of feedback.
Learningoutcomesandlearningexperiencesfortechnicallydevelopedcurriculumprojec...
The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.
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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Understanding Standards
- 1. Not Your Standard use of Standards Standards Training for Classroom Improvement Joe Clark, Jackie Jones & Krista Nygaard CUR 562 February 26, 2010 Dr. Sarah Lee Brown
- 4. Students should have a clear understanding of what standard a lesson is addressing. Teachers can write the standards on a whiteboard if it is appropriate.
- 6. Give handouts to parents at the start of each term listing and describing the standards to be covered.
- 7. Each day write the standards to be covered on a whiteboard in the classroom.
- 8. Make the standards available through the school website.
- 10. Standards allow for continuity across grade levels and schools (scope and sequence of instruction).
- 12. “Other benefits include better communication and collaboration among teachers, helping them understand how their instructional decisions contribute to students' overall learning.”District Administration (2004)
- 13. Standards Language Conversion Worksheet The purpose of this worksheet is to be a primer to help you rewrite your classroom standards in a more student-friendly language. Academic -> Ordinary Affect ->Influence Analysis -> Examine Articulate -> Express Characterize -> Describe Clarify -> Explain Context -> Background Criteria -> Factor Critique -> Review Describe -> Explain Differentiate -> Categorize Establish -> Prove
- 14. Standards Language Conversion Worksheet The purpose of this worksheet is to be a primer to help you rewrite your classroom standards in a more student-friendly language. Evaluate -> Measure Exhibit -> Show Examine -> Look at Formulate -> Make Illustrate -> Show Indicate -> Show Interpret -> Take to mean Investigate -> Look into Measure ->Gauge Observe -> Watch Summarize -> Recap Synthesize -> Make
- 15. Standards Language Conversion Worksheet The purpose of this worksheet is to be a primer to help you rewrite your classroom standards in a more student-friendly language. EXAMPLE: Academic Standard A1.3.3 – Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influences are reflected in selected works of art? Rewritten Standard A1.3.3 – What current trends can you identify by the lyrics of this song?
- 18. Post-training observation of participants’ classrooms
- 21. Muddiest Point – similar to the 1 minute paper, but participants discuss in a small group what is most confusing to them.
- 22. Transfer & Apply – participants have to take a point from the training and apply it to a situation in their classrooms.
Editor's Notes
- Standards guide instruction to ensure students are prepared for next grade level. The purpose is to ensure students received specific knowledge for their grade level. Help ensure accountability to NCLB requirements.
- According to the research noted in the District Administration (2004), “An analysis of international studies shows implementing and monitoring an aligned curriculum to result in a measurable impact (31 percentile points) in student achievement.”Krista talked about the importance of using student-friendly language and communicating the standards effectively. This goes along with communicating and collaborating with fellow teachers, as well. We need to be able to break down the language of the standards to make them more understandable and meaningful. The better we are at communicating the standards and aligning the standards to instruction, the more meaningful the standards will be, which ultimately improves student performance.A little later, Joe is going to provide some examples of how to convert the language of the standards.