Consider the observation by Peter Senge: “The quality of an organization is a direct reflection on the quality of the conversations that people have within the organization.” Words of wisdom from James Comer in order to have productive conversations:
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“The quality of an organization is a direct reflection on the quality of the conversations that people have within the organization.”
Words of wisdom from James Comer in order to have productive conversations:
Summative large-scale assessments are used for accountability and determining Adequate Yearly Progress (AYP). The results reported as percent proficient (SBAs) or mean NCEs (Terra Nova) do not provide enough information for setting specific school improvement goals. Additionally, performance of sub-group populations is helpful. Specific analyses are necessary to determine achievement scoring patterns, student scoring patterns and program scoring patterns.
Results can be used to set achievement goals if the data are: longitudinal, from multiple measures, and specific to the GLE or item analysis levels.
what students have learned
at the conclusion of an instructional segment.
These assessments tend to be evaluative,
and teachers typically encapsulate
and report assessment results
as a score or a grade. Familiar examples
of summative assessments include tests,
performance tasks, final exams,
culminating projects, and work portfolios.
sometimes known as pre-assessments,
typically precede instruction.
Teachers use them to check students\' prior knowledge
and skill levels, identify student misconceptions,
profile learners\' interests,
and reveal learning-style preferences.
These vendor-developed products and
locally developed testing systems are designed
to coordinate with state standards and assessments
and are administered regularly—often quarterly—
to gauge student progress.
These ongoing assessments provide specific feedback
to teachers and students for the purpose of guiding teaching
to improve learning. Formative assessments include both formal
and informal methods, such as non-graded quizzes, oral
questioning,teacher observations, draft work, think-alouds,
student-constructed concept maps, learning logs,
and portfolio reviews. We should not factor these results
into summative evaluation and grading.
developed prior to teaching with primary consideration
given to the assessments instructional implications.
Discussing the data with an established process makes a difference. (Used the Cycle of Inquiry)
Non-gap-closers: A few times a year
Gap-closers: A few times a month to a few times a week
Gap-closers: Over half reported a few times per week
An important ingredient: Teachers need to administer some of the assessments to students in order to determine strengths and weaknesses in specific skill areas.
Belle Air School
427 students (67% Hispanic students and 57% students on free/reduced hot lunch)
*API (Academic Performance Index) is a numeric index from 200 to 1000. Target goal is 800
High-stakes assessments in today’s educational environment receive major attention from the media and policy makers, including government officials. Far less attention is given to classroom assessments, which occupy a far greater percentage of the time in which students are formally tested and have a much greater impact on student learning.
Source: PDK Topics and Trends Volume 2, Issue 2
A meta-analysis of research related to classroom assessment and school reform indicates that classroom assessment can have a major impact on school improvement efforts.
Source: PDK Topics and Trends Volume 2, Issue 2
(A copy is in your packet)
The following are classroom assessment practices that have been used to increase student learning
Grade Level Expectations (GLEs) were developed to augment the CAT-6 then refined and used to develop the new HSGQE and the SBAs
GLEs provided detail to the broad statements found in the Alaska Content Standards
GLEs are essential skills identified by Alaskan teachers that student should know and be able to do.
GLEs are not a comprehensive curriculum
GLEs should be covered within a comprehensive curriculum
The GLEs are provided to you in a user-friendly document that can be used by teachers K-10 and all building administrators.
► Question: How can you use the assessments on the EED web site
in your school or classroom?
Colleague A speaks for 4 minutes w/o interruption
Colleague B and C can ONLY ask clarifying questions
All three have a conversation for 2 minutes
to summarize Colleague A’s thoughts
Switch roles so that all three of you have had an opportunity to speak.