1. Using the
Teacher Work Sample* (TWS)
to Assess & Engage Students
Judith Davidson, Ph.D.
Charmaine Hickey, Ed.D.
University of Massachusetts Lowell, Graduate School of Education
February 9, 2012
UMass Lowell Inn & Conference Center
Lowell, Massachusetts
AMCOA Regional Conference (Advancing a Massachusetts Culture of Assessment) a current initiative of
and the Massachusetts Department of Higher Education

2. * TWS Credits:
• The Teacher Work Sample materials were
developed by representatives of the
Renaissance Partnership Institutions in
June 2002. The Renaissance Partnership
for Improving Teacher Quality Project
(http://fpuni.edu/itg)

3. What is the Teacher
Work Sample?
Teacher Work Sample expectations were:
• Use of student and classroom context to design
instruction
• Use of instructional unit learning goals that
addressed local and state content standards
• Use of pre-post and formative assessment to
guide instruction and measure and report learning
results
• Design of instruction for all students that
addressed unit learning goals and were aligned
with concepts and processes assessed
• Instructional decision making based on continuous
formative assessment
• Analysis and reporting of learning for all students
and significant groups
• Reflection and evaluation of teaching and learning
The Renaissance TWS Group is a
consortium of teacher preparation
institutions that used teacher work
samples as a tool for instruction
and performance assessment of
teacher candidates . They were
committed to promotion and
development of work samples
through sharing of
information, materials, expertise, an
d research.
Their work was developed with
support from a Title II Teacher
Quality Enhancement Program
(1999-2005).
http://www.wku.edu/rtwsc/index.php

4. TWS and Validity
• The TWS is a valid process.
• Rubrics, prompts and exemplars are
provided.

5. Components of the Teacher
Work Samples Used Today
• Contextual Factors
• Learning Goals
• Assessment Plan
• Design for
Instruction
• Instructional
Decision Making
• Analysis of Student
Learning
• Reflection and
Self-Evaluation

6. What is the
Capstone Course?
• M.Ed.:
– Curriculum & Instruction
• General
• Science Education Option
• Autism Studies Option
• Mathematics Education
Concentration
– Education Administration
– Reading and Language
This is the culminating course in the
Master’s program at the University
of Massachusetts Lowell’s
Graduate School of Education for
non-licensure students in:
This is an online course.
Our students are located in the U.S.
and abroad.
In this course they must use the
TWS to demonstrate they can help
all students to achieve. They must
show they know how to prove real
progress has been made.
Yes, this is a course on
assessment!

7. Who are our students?
Our students are working professionals in educational and
community positions.
They are adults with diverse experiences.

8. What is the instructional
intervention?
• A Comprehensive
instructional unit
• Planned in Advance
• Implemented
• Analyzed and
Presented in the TWS
Format

9. How is the Syllabus for the
Capstone course organized?
Introduction & Choosing a Focus
(Weeks 1,2,3)
Designing the
Intervention
(Weeks 3,4,5,6)
Implementing &
documenting
the Intervention
(Weeks 7,8,9)
Analyzing &
reflecting upon
the intervention.
Presenting the
findings.
(Weeks 10-14)

10. Components of the Online
Course:
Contained
within
Blackboard
System
Course
Materials
Assignment
Dropboxes
Internal
and
External
Email
Discussion
Boards

11. Examples of TWS Projects
Classroom Based
A comprehensive
Kindergarten unit on
Pumpkins that addresses
State Course of Study
objectives in
math, language
arts, visual
arts, science, and social
studies.
Individual or Small Group
Teaching basic reading
techniques to 3 special
needs students receiving
special tutoring

12. 5 Domains of Innovation in the
UML Capstone Course
Weekly Check-
In
TWS Planning
Assignment
Continuous
Peer &
Instructor
Review
Implementation
Memos to
Document
Intervention
Class Wiki!!

13. Weekly Check-In
The weekly check-in is required of
every student.
Over time, the weekly check-in has
become a prime instructional area.

14. Weekly Check-in Questions
• What did you do last
week in regard to this
project?
• 2. What did you learn
from that work?
• 3. What challenges did
you encounter and how
did you deal with them?
• 4. What will you be doing
this week on your
project?
• 5. Do you have any
questions, concerns, or
issues that you want to
raise?
• 6. Anything happen to
you personally last week
that you would like to
share? Can we celebrate
with you? Can we
commiserate with you?

15. TWS Planning Assignment
• What skill or topic will you be teaching for the Capstone class?
• Where will you conduct the Capstone experience? (your classroom or
another’s—will this be at your school? Specifics are appreciated)
• Grade level you will work with (and any other specifics about the students
you will work with).
• Whom will you go to for permission? What process will you follow for
gaining permission to conduct this work?
• Why is the instructional topic you have chosen of interest to you? How does
it connect with your experience, interests, and teaching background?
• What are the goals or outcomes you hope to achieve through this unit?
• What are some of the instructional activities you have in mind for this unit?
• What are some ways that you think would be effective in assessing student
learning for this unit?
• What issues will you need to be mindful as you move forward?
(Scheduling, finding materials—every situation is different. What will you
have to give special attention to?)
• What are your questions about the Capstone Project?
•

16. Continuous Peer
and Instructor
Review
Self
Assessment
Peer
Assessment
Formative
Assessment
Summative
Assessment
The Capstone course consists of
multiple layers of assessment.
Everyone—the individual, fellow
students, and instructors—have
responsibility for assessment in this
course.
The TWS project and its standards
are the basis for all assessment.

17. Implementation
Memos to
Document
Intervention
Instructor supplies a structured
form for the memos.
Students are required to reflect
weekly on:
•What happened?
•Why did it happen?
•What does it mean?
•How can it be improved?
It is important to do this in a
systematic manner during the
intervention, rather than waiting
until it is complete.

18. The Class Wiki!!!
• All course assignments
saved here.
• It is public to everyone in
the class.
• Students are asked to
reflect on the parts and
the whole.
• Every student creates a
personal textbook

19. SOME THINGS WE HAVE
LEARNED ABOUT ASSESSMENT
FROM THIS EXPERIENCE:

20. Assessment as a Dynamic
Process
Informal…Formal
Contraction
Expansion

21. All politics is personal…and so
is assessment!
Explore the connection
between the personal
and professional
• What do you care
about?
• Why do you care?
• How do you feel
during the process?
• How does that affect
your performance and
the performance of
your students?

22. Documentation is a creative
act.
Students document the
TWS experience on
many levels:
• Informally
• Formally
• In check-ins
• In assignments
• In the wiki

23. Questions?