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High School Teacher Development: Assessment Literacy

High School Teacher Development: Assessment Literacy

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High School Teacher Development: Assessment Literacy

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  1. High School Teacher Development: Assessment Literacy Understanding and implementing effective classroom assessments are essential to increasing student achievement (Marzano, 2000). Therefore, this study is intended to measure and describe the levels of assessment literacy in relation to The Standards for Teacher Competence in the Educational Assessment of Students (AFT, NCME, & NEA, 1990), for high school teachers with 0-3 years of service, 4-10 years of service and those with 11-35 years of service, as well as to statistically compare the assessment literacy levels of the three groups along with three other demographic factors: age, gender, and core subject area taught within the Central Bucks School District. Abstract Introduction & Problem The primary goal of this study is to examine the level of assessment literacy to which high school teachers within the Central Bucks School District have regarding the development of effective classroom assessment models. This study will give voice to high school teachers within the Central Bucks School District by facilitating their participation in both surveys and interviews which investigates their level of need regarding training in the development of effective and purposeful classroom assessment models. Therefore, this research which explores the knowledge and skill base of high school teachers in developing classroom assessment models will help raise awareness of both staff developers and high school administrators in charge of providing professional development in this same area. Currently, the Central Bucks School District has no assessment map that mirrors their core subjects’ curriculum maps. As such, the Understanding by Design curriculum model (Wiggins & McTighe, 1998), adopted by the district has no effective measurement tools that can fully validate high school students’ knowledge and skill base delivered through the same curriculum. Therefore, the findings resulting from this research study have the capacity to impact upon the method by which staff developers and high school administrators approach future teacher professional development for which considerable yearly funds are allocated. Combined with both qualitative and quantitative research results stemming from survey and interviews during the study of approximately 365 teachers at the high school level within the Central Bucks School District, a review of current criterion-referenced assessment qualities and effective assessment teacher skills on the state and national levels will be required in order to take on the responsibility of improving teachers’ assessment literacy in the Central Bucks School District. Purpose and Significance of the Study Teachers’ assessment literacy is viewed as a key link in the connection between assessment quality and student achievement. The relationship is seen as important as any other in the teaching and learning environment. Leading Research Question: What are the factors that impact an in-service high school teachers’ level of assessment literacy throughout their years of teaching service and the factors’ relationship to the teachers’assessment skills? Subordinate Research Questions: What are the assessment literacy levels of high school teachers with 0-3 years of service, 4-10 years of service, and 11-35 years of service in the Central Bucks School District in relation to The Standards for Teacher Competence in the Educational Assessment of Students (AFT, NCME, & NEA, 1990)? Limitations What is the statistical comparison of assessment literacy levels of high Only those teachers within the Central Bucks School District that complete and return school teachers in the Central Bucks School District between teachers the survey will participate in the full study. This may adversely affect the composition of with 0-3, 4-10 and 11-35 years of service? the population. What are high school teachers’ attitudes and perceptions of their own The Central Bucks School District in which this study is being conducted contains three assessment literacy level within the Central Bucks School District? high schools. As Principal in one of the high schools, my presence as a researcher can be a factor in limiting teacher response to the survey and interview questions. What factors do high school teachers with 0-3, 4-10 and 11-35 years of Delimitations service within the Central Bucks School District perceive as being Only those high school teachers within the Central Bucks School District at the inception important in order to develop and implement effective classroom of the study will be eligible to participate. assessments? Do age, gender, or core subject area taught impact perception? Theoretical Framework & Research Questions Design and Methodology – “Next Steps” A mixed method explanatory design approach will set a priority on quantitative data collection aimed at identifying a population of 365 Central Bucks School District high school teachers’ level of assessment literacy by utilizing the survey instrument Assessment Literacy Inventory (Mertler, 2002). Results stemming from phase two’s one-to-one interviews within the sample population will serve as qualitative data and increase the reliability and applicability of explaining quantitative results as well as collecting teachers’ perceptions related to skills. += = Key Term Assessment Literacy: Assessment literate educators recognize sound assessment, evaluation, communication practices; they also • Understand which assessment methods to use to gather dependable information and student achievement. • Communicate assessment results effectively, whether using report card grades, test scores, portfolios, or conferences. • Can use assessment to maximize student motivation and learning by involving students as full partners in assessment, record keeping, and communication (Center for School Improvement and Policy Studies, Boise State University). American Federation of Teachers, National Council on Measurement in Education, & National Education Association. (1990). The Standards for Competence in theEducational Assessment of Students. Retrieved July 22, 2003, from http://www.unl.edu/buros/article3.html. Marzano, R. J. (2006). Classroom assessment & grading that work.Alexandria, VA: Association for Supervision and Curriculum Development. Mertler, C.A. (2002). Classroom assessment literacy inventory. (Adapted from theTeacherAssessment Literacy Questionnaire (1993), by Barbara S. Plake & James C. Impara, University of Nebraska-Lincoln, in cooperation with The National Council on Measurement in Education & the W.K. Kellogg Foundation. Ravitch, D. (1983). The troubled crusade: American education 1945-1980. New York: Basic Books. Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. Contact Information & Acknowledgments Scott A. Davidheiser – scott.a.davidheiser@drexel.edu 2773 E. Fox Chase Circle Doylestown, PA 18902 267-544-0511 (H) 215-409-5757 (C) Dissertation Proposal Poster fulfills the requirements for EDUC 815-150 – Writing for Research, Publication and Funding in Education as directed by Dr. Joyce Pittman, Course Instructor Researcher’s Dissertation Committee Members: Dr. Sarah Ulrich (Chair) Dr. John Gould Dr. Kenneth Voss Improving the academic achievement of K-12 students has been a central concern of educators in the United States. Since the early 1890s, leaders of industry, politicians, parents, and the society at large realized that an educated populous was the closest thing a country could have to a guarantee of a bright future (Ravitch, 1983). Assessment has been historically used as a prime indicator of student success related to education and used to detect and highlight differences in student learning in order to rank students according to their achievement. Originally, assessment included a total reliance on norm-referenced interpretations of test scores. As a result of this assessment practice, these interpretations made it difficult to determine specific areas of weakness and strength in student learning. Today, there has been an emerging shift from the era of assessing merely to rank students through norm-referenced results of test scores to educators interpreting criterion-referenced results from tests, quizzes, and many other academic projects (Marzano, 2006). Unfortunately, this emerging shift from assessing merely to rank students through norm-referenced results of test scores to developing and interpreting criterion-referenced results from tests, quizzes, and many other projects has been slow for many educators. Most have had little training in assessment development and practices. The problem, therefore, being addressed in this study is, “What are the factors that impact an in-service high school teachers’ level of assessment literacy throughout their years of teaching service and the factors’ relationship to the teachers’ assessment skills? Drexel University – Philadelphia Cohort #1 Member – Ed.D. Educational Leadership & Management Scott A. Davidheiser References Introduction / Problem / Gaps