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Balanced Assessment System

Balanced Assessment System. Professional Practice. Standards. Data. Culture. Standards-based, revised, upgraded, realigned units. Professional Practice. Data. Culture. Standards-based, revised, upgraded, realigned units. Professional Practice. Common formative/ interim assessments.

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Balanced Assessment System

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  1. Balanced Assessment System

  2. ProfessionalPractice Standards Data Culture

  3. Standards-based, revised, upgraded, realigned units ProfessionalPractice Data Culture

  4. Standards-based, revised, upgraded, realigned units ProfessionalPractice Common formative/interim assessments Culture

  5. Standards-based, revised, upgraded, realigned units APPR, including SLOs Common formative/interim assessments Culture

  6. Standards-based, revised, upgraded, realigned units APPR, including SLOs Common formative/interim assessments Meaningful collaboration on the right work

  7. ProfessionalPractice Standards Data Culture

  8. Balanced Assessment System

  9. ProfessionalPractice Standards Data Culture

  10. Assessment Defines the Standard ProfessionalPractice Data Culture

  11. 50% of 20:

  12. 67% of 81:

  13. Shawn got 7 correct answers out of 10 possible answers on his science test. What percent of questions did he get correct?

  14. J.J. Redick was on pace to set an NCAA record in career free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. What percentage of free throws did he make?

  15. J.J. Redick was on pace to set an NCAA record in free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. In the first tournament game, Redick missed his first five free throws. How far did his percentage drop?

  16. J.J. Redick and Chris Paul were competing for the best free-throw shooting percentage. Redick made 94% of his first 103 shots, while Paul made 47 out of 51 shots. Which one had a better shooting percentage? In the next game, Redick made only 2 of 10 shots while Paul made 7 of 10 shots. What are their new overall shooting percentages? Who is the better shooter? Jason argued that if Paul and J.J. each made the next ten shots, their shooting percentages would go up the same amount. Is this true? Why or why not?

  17. Standards (and objectives) are meaningless until you define how to assess them. Because of this, assessments are the starting point for instruction, not the end.

  18. Because of this, assessments are the starting point for instruction, not the end. • Standards-Based (UbD) Design: • Standards • Assessment • Instruction

  19. Assessment Defines the Standard ProfessionalPractice Common formative/interim assessments Culture

  20. CommonFormativeInterimAssessment CommonFormativeInterimAssessment CommonFormativeInterimAssessment September June UNIT UNIT UNIT CommonFormativeInterimAssessment CommonFormativeInterimAssessment UNIT UNIT UNIT SLO Summative SLO Baseline

  21. CommonFormativeInterimAssessment CommonFormativeInterimAssessment CommonFormativeInterimAssessment September June UNIT UNIT UNIT CommonFormativeInterimAssessment CommonFormativeInterimAssessment UNIT UNIT UNIT SLO Summative SLO Baseline

  22. CommonFormativeInterimAssessment CommonFormativeInterimAssessment CommonFormativeInterimAssessment September June UNIT UNIT UNIT CommonFormativeInterimAssessment CommonFormativeInterimAssessment UNIT UNIT UNIT SLO Summative SLO Baseline

  23. CommonFormativeInterimAssessment CommonFormativeInterimAssessment CommonFormativeInterimAssessment September June UNIT UNIT UNIT CommonFormativeInterimAssessment CommonFormativeInterimAssessment UNIT UNIT UNIT SLO Summative SLO Baseline

  24. Effective Assessment by the Teacher Assessment Defines the Standard Common formative/interim assessments Culture

  25. Standard 5: Assessment for Student Learning 5.1 Design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth 5.2 Understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction 5.3 Communicate information about various components of the assessment system 5.4 Reflect upon and evaluate the effectiveness of their comprehensive assessment system to adjust assessment and plan instruction accordingly 5.5 Prepare students to understand the format

  26. Effective Assessment by the Teacher Assessment Defines the Standard Common formative/interim assessments Culture

  27. Effective Assessment by the Teacher Assessment Defines the Standard Common formative/interim assessments AuthenticProfessionalLearning Community

  28. makethetest

  29. give thetest makethetest

  30. give thetest makethetest analyze thework

  31. give thetest makethetest analyze thework do something about it

  32. PLC C

  33. Effective Assessment by the Teacher Assessment Defines the Standard Common formative/interim assessments AuthenticProfessionalLearning Community

  34. Balanced Assessment System

  35. Balanced Assessment System

  36. Strategic Assessment System

  37. Set Up System

  38. Balanced Assessment System

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