O ffice of S ocial and E conomic D ata A nalysis. OSEDA Values:
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OSEDA Values:
As part of the University of Missouri-Columbia we honor the public trust placed in our institution and accept our responsibility to be effective stewards of that trust. We acknowledge our duty to acquire, create, transmit and preserve knowledge and to promote understanding.
We embrace The University of Missouri’s values of Respect, Responsibility, Discovery and Excellence.
AS EDUCATORS:
Assessment is important, BUT…….
Curriculum is the foundation of all we do in schools!
Curriculum is the foundation of all we do in schools!
The GLEs are comprehensive enough that schools cannot cover them all in an in-depth way.
We must set priorities.
I. ESSENTIAL (guaranteed): It is absolutely essential for my students to master these objectives by the end of my instruction.
II. HIGHLY DESIRABLE: It is very important for my students to master these objectives by the end of my instruction.
III. DESIRABLE: If possible, I would like my students to master these objectives by the end of my instruction.
IF IT IS IMPORTANT, WE MUST TEST IT!
IF IT IS IMPORTANT, WE MUST TEST IT!
MEASURE NOW OR PAY LATER
ACCOUNTABILITY VS. MASTERY TESTS
ACCOUNTABILITY VS. MASTERY TESTS
MASTERY TESTS
MASTERY TESTS
have mastered (enrichment) and,
have not mastered (remediation) mastered the learner objectives.
MASTERY TESTS
MASTERY & THE GLEs
Missouri’s Grade Level Expectations are often loosely worded and are seldom directly measurable:
MA 4 1.6 “Represent patterns using words, tables or graphs.”
Today is the Unit 1 Math Test. Please take a blank piece of paper, write your name at the top and then “Represent patterns using words, tables or graphs.”
Unit 1 Math Test
Unit 1 Math Test
Good luck!
MA 4 1.6 “Represent patterns using words, tables or graphs.”
GLE vs. MLO
“The student will use a bar graph to graphically display data from a table.”
“The student will identify, increment and label the X & Y axes of a graph.”
GLE vs. MLO
MEASURABLE LEARNER OBJECTIVE
MEASURABLE LEARNER OBJECTIVE
MEASURABLE LEARNER OBJECTIVE
6’
HEIGHT
5’
4’
Sally
Coop
Jane
Bob
Darryl
1. Which is the X axis? __________
4. Make bars for each person in the table FROM TALLEST TO SHORTEST.
NAME
2. Label the X and Y axes.
3. Put increments on the X and Y axes..
Can he do it?
PLAYING BASKETBALL
15 CENTS
ROOT BEER
50 CENTS
Jerry and Bob went to the drug store to get a soda. The boys were hot from playing basketball all morning. Bob wanted a Coke and Jerry wanted a root beer. When they got there, the lady said the sodas would be 50 cents each. Together, the boys only had 85 cents, but the lady let them have the sodas when they promised to pay her the missing 15 cents the next day.
Can he do it? (comprehension)
1. Why were the boys hot?
2. How much money did they owe the lady?
3. What kind of soda did Jerry want?
4. How much did one soda cost?
What are two other ways to write “50 cents?”$.50, FIFTY CENTS
1. Jerry and Bob went to the drug store.
Underline the verb(s) in the sentence above.
Can he do it? (sentence structure)
2. Bob wanted a Coke and Jerry wanted a root beer.
Underline the noun(s) in the sentence above.
3. The lady said the sodas would cost 50 cents each.
What are two other ways to write “50 cents?”
Constructed Response Items
Why did the boys go to the drug store?
_______________________________________
2. The boys did not have enough money. How did they get their sodas?
_______________________________________
SELECT-FROM-A-LIST
waitress
money
basketball
enough
soda
change
football
exchange
1. Jerry and Bob went to the drug store for a _____.
2. The boys did not have enough _____.
3. The boys had been playing _____.
6’
HEIGHT
5’
4’
Sally
Coop
Jane
Bob
Darryl
NAME
SHOW YOUR WORK !
1. How much taller is Sally than Bob?
2. If you put Sally and Jane end-to-end, how tall would they be?
3. How many inches tall is Coop?
NEXT
The test developer/publisher is……
Who should write the tests?
learned curriculum?
REFLECTIVE PRACTICE