Understanding and Improving Teachers Use of Assessment

Understanding and Improving Teachers Use of Assessment PowerPoint PPT Presentation


  • 65 Views
  • Uploaded on
  • Presentation posted in: General

Presentation Overview. Framework for PD and ResearchCAESL Assessment SystemQuality Classroom AssessmentProfessional Development in Year 2Assessment PortfoliosAssessment/Instruction CycleTeacher Practitioner PanelSummary of learningsQ

Download Presentation

Understanding and Improving Teachers Use of Assessment

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


1. Understanding and Improving Teachers' Use of Assessment Rick Besocke (Montebello Unified) Khush Kaur (Tracy Unified) Ellen Osmundson (CRESST/UCLA) Melissa Smith (Lake Elsinore Unified) Jo Topps (WestEd) June 3, 2004 Carmel, CA

2. Presentation Overview Framework for PD and Research CAESL Assessment System Quality Classroom Assessment Professional Development in Year 2 Assessment Portfolios Assessment/Instruction Cycle Teacher Practitioner Panel Summary of learnings Q & A session Conclusions, Next Steps

3. Research & PD Questions and Goals How and in what ways do teachers develop expertise in classroom assessment? What does an assessment expertise continuum look like & how can we document it? What types of learning contexts and experiences support the development of teacher assessment practices? What tools capture teacher assessment practices?

4. Graphic Slide CAESL ASSESSMENT SYSTEMCAESL ASSESSMENT SYSTEM

5. clarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view) use this slide to remind of the 4 priority dimensions we selected for RAIM and the researchclarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view) use this slide to remind of the 4 priority dimensions we selected for RAIM and the research

6. Definition of Components Developmentally Sound Content: Sound Interpretation Guide for Instructional Improvement Valid for PurposeDefinition of Components Developmentally Sound Content: Sound Interpretation Guide for Instructional Improvement Valid for Purpose

7. clarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view) use this slide to remind of the 4 priority dimensions we selected for RAIM and the researchclarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view) use this slide to remind of the 4 priority dimensions we selected for RAIM and the research

8. Research All participants periodic surveys assessment portfolios (fall & spring) Case teachers classroom observations interviews focused on analysis of student work

9. Emerging Findings Increased interest in assessment Increased understandings of assessment Moderate progress in implementation and understanding of quality assessments and use Factors in progress support high quality materials (curriculum and assessments)

11. Assessment Portfolio Focus

12. clarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view) use this slide to remind of the 4 priority dimensions we selected for RAIM and the researchclarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view) use this slide to remind of the 4 priority dimensions we selected for RAIM and the research

15. Section II: Quality Use Whole class and target student analysis Mixtures and Solutions Unit

16. Section III: Quality Tool • Assessment Task (initial) • Revised Task • Assessment Criteria (initial) • Revised Task

17. Emerging Findings Section I Conceptual Flow and RAIM promising tools units do not support conceptual progress unit assessments often weak or missing quality criteria particularly weak Section II importance of developing quality criteria value of pretest-posttest comparisons value of analysis of whole class patterns Section III value of revision (task & criteria) revising criteria particularly challenging

18. Conclusion & Next Steps • Continue to refine quality assessment practice indicators • Additional work on framework and dimensions needed • Practice profile development: implications for on-going PD and leadership • Continued, on-going collaboration to build teacher assessment capacity

  • Login