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Teacher Collaboration: How Does Alberta Compare?

Alberta’s Assessment System: The Power of Teacher Collaboration 2009 Dr. Jim Dueck, ADM Alberta Education. Teacher Collaboration: How Does Alberta Compare?.

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Teacher Collaboration: How Does Alberta Compare?

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  1. Alberta’s Assessment System: The Power of Teacher Collaboration 2009Dr. Jim Dueck, ADMAlberta Education

  2. Teacher Collaboration: How Does Alberta Compare? • “In 1990-91, 500 Alberta teachers were involved in developing, piloting, or serving on scoring panels for one English examination taken by 24,000 students. (In other words, one teacher was involved for every 48 students targeted for the examination)…. Widespread teacher involvement…helps increase teachers’ knowledge of curricula and instruction and aids in the development of tests that are compatible with good classroom instruction. In contrast, U.S. teachers do not typically play key roles in the development of commercial or state tests and, thus, do not have access to similar experiences that hold the promise of improving both teaching and testing.” — Report to Congressional Requesters, April 1993

  3. GRADE 12 GRADING (Diploma Subject)

  4. U.S. NATIONAL HISTORY EXAMINATION Who was president of the United States at the beginning of the Korean War? • John F. Kennedy • Franklin D. Roosevelt • Dwight Eisenhower • Harry Truman • Don’t know The Battle of the Bulge occurred during … • The Vietnam War • World War II • World War I • The Civil War • Don’t know

  5. NAEP, 8th and 12th Grade Science 1. What two gases make up most of the Earth’s atmosphere? • Hydrogen and oxygen • Hydrogen and nitrogen • Oxygen and carbon dioxide • Oxygen and nitrogen 2. Is a hamburger an example of stored energy? Explain why or why not. ________________________________________________________________________________________________________________

  6. Alberta Social Studies 30 Diploma Examination Questions A feature common to the Korean War and the Vietnam War was that in both conflicts: a) Soviet soldiers and equipment were tested against American soldiers and equipment b) the United States became militarily involved because of a foreign policy of containment c) the final result was a stalemate; neither side gained or lost significant territory d) communist forces successfully unified a divided nation The Nazis’ systematic genocide of ethnic and religious groups during the Second World War provided impetus for the: a) creation of a new autonomous state in Central Europe b) establishment of a war crimes tribunal at Nuremberg c) exclusion of Germany from the original membership of NATO d) establishment of agencies fostering European economic and political cooperation

  7. Example from Biology 30 Bulletin January 2008 Biology 30 Diploma Examination Open-Response Question (Written Response 2), Sample Responses and Scoring Guide Use the following information to answer the next question. Autism is a complex behavioural disorder. The symptoms of autism vary greatly and occur in different combinations. Symptoms include a reduced ability to communicate, a reduced ability to develop relationships, difficulty coordinating facial muscles, and difficulty interpreting social cues. In the late 1950s and early 1960s, the drug thalidomide was prescribed to pregnant women to combat morning sickness. Thalidomide was found to cause birth defects, such as stunted growth of the arms and legs. Some children also developed autism as a result of being exposed to thalidomide in the utero. In comparison with the general population, the frequency of autism is many times higher in people with birth defects caused by thalidomide, which suggests that autism may originate early in embryonic development.

  8. Time-Line of the Effects of Thalidomide on Embryonic Development Scientists have genetically engineered mice that have symptoms similar to those of autism. These mice have a defective copy of the Hoxal gene, which is also present in humans, is normally active only during very early embryonic development. Although people affected with autism are more likely to have the defective Hoxal gene than people without the disorder, the presence of the effective gene does not ensure the development of autism. Further investigation is required to determine whether enviromental factors work in conjunction with genes to produce autism. Rodier, Patricia M. 2000. The early origins of Autism. Scientific American, February, 56 -63

  9. Identify two areas of the brain that can be affected in an individual with autism. Explain the relationship between the areas of the brain identified and the symptoms of autism. Identify one germ layer in which development could be disrupted by thalidomide and identify one structure that develops from this germ layer. Hypothesize how a person who has autism as a result of in utero exposure to thalidomide can have abnormal ear development but no malformations of the arms or legs. Describe how the defective Hoxal protein is synthesized in the cytoplasm of a cell. Explain how the defective Hoxal protein influences brain development and can lead to autism. Identify and describe two technologies that can be used by scientists to replace an active Hoxal gene with a defective copy of the gene. Describe three difficulties that researchers could encounter when they attempt to determine the cause of autism in humans. Time-Line of the Effects of Thalidomide on Embryonic Development - Continued

  10. Example from Biology 30 Bulletin Science

  11. Example from Biology 30 Bulletin Technology and Society

  12. Examples from Pure Math 30 Bulletin Scoring Written-Response Questions This section provides a sample written-response question, possible solutions, sample student responses and rationales as they relate to the general scoring guide. These examples are intended to inform teachers and students of how the scoring guide is applied to specific questions and to encourage the use of the General Scoring Guide in classroom assignments. Use the following information to answer the next question. The value of an investment in a company increases by 8%/a compounded annually in each of the first three years and then decreases by 11% in the fourth year. This pattern of investment return repeats on a four-year cycle. Written Response—10% • The table below represents a $1 000 investment that is invested for a full four-year cycle, starting at the beginning of the cycle. Complete the table for year 3 and year 4. Use the following additional information to answer the next part of the question. When the initial value of $1 000 and the final value after 4 years are considered, the average compounded rate of return, to the nearest tenth of a percentage, for this investment over a four-year cycle is 2.9%/a. Algebraically show how the average compounded rate of return of 2.9% over the four-year cycle was found.

  13. Example from Pure Mathematics 30 Bulletin - Continued Use the following information to answer the next two parts of the question. A $2,500 investment in a different company experienced a loss each year. The value of this investment after a year is modeled by the exponential function R = 2,500(0.97) n € N. Determine algebraically the fewest number of complete years that it will take for the original investment to decrease to less than half of its value. Explain how a graphical approach could be used to determine the fewest number of years that it would take for the investment in the previous bullet to decrease to less than $900. Your explanation must include: • The function or functions that would be graphed • An appropriate window setting • A Summary of how you would use the graph or graphs to determine a correct solution

  14. Creating Source-Based Questions

  15. Creating Source-Based Questions Photograph I supports the conclusion that A. ideological opponents can cooperate when confronted by a common enemy B. political solutions usually prevent international crises from becoming wars C. fascism and communism both encourage nations to act aggressively D. ethnic minorities in larger nations may create social unrest

  16. Creating Source-Based Questions Photograph II shows powerful nations addressing their differences through A. nuclear deterrence B. political isolationism C. economic imperialism D. diplomatic negotiations

  17. Creating Source-Based Questions The photographs demonstrate a contrast in the political relations between three Great Power nations. What idea(s) do the photographs communicate to you about changes in West-East relations during the Cold War? Write a composition in which you • identify and explain the idea(s) conveyed in the photographs • support your explanation by referring to details in the photographs and/or to your understanding of social studies

  18. ACCOMMODATIONS CD version – audio for visually impaired CD version – audio for other special needs Extra time Use of a computer Scribe for students who cannot write Large print Braille Reader (rare now that CDs are use) Sign Language interpreter (a student who cannot write but is communicating to a scribe might use this) Taped response (student states their answer and we transcribe it) Franklin Language Master – specific device in use by many

  19. Teacher Collaboration

  20. TEST PREPARATION • Develop blueprint (fit) • Develop prototype • New items • Form review (fair & fidelity)

  21. Field Testing (Testing a Test) • Teachers comment on specific questions. Delivery • Students involved • PATs – 23,000 • Diplomas – 20,000 • 500 Schools

  22. Teacher Collaboration: Confirming Standards • Before written responses are marked a committee of teachers meets with examination branch staff to select student work for use in marker training (example papers, training papers and reliability review papers).

  23. The Marking Process Group Leaders Meet

  24. Teacher Collaboration: Marking (Reliability Reviews-1) • Marking the papers takes varying numbers of days. Twice daily, markers “tumble” and individually score a “Reliability Review” paper. They then compare marks to try and reach a consensus score.

  25. Teacher Collaboration: Marking (Reliability Reviews-2) • The results for each Reliability Review are posted so that markers can compare their score with the average of all markers, and with the score assigned by the Standards Confirmers

  26. ELA 30-1: Marker Feedback Report

  27. Teacher Collaboration: Marking (Third Reads) • A select group of markers meet for an additional day to provide a “third read” mark to papers that received discrepant scores from the first two markers.

  28. POST TEST ACTIVITY • Advisory Committee for province. • Professional Development in schools. • Work with Faculties of Education

  29. Mirrors or Prisms?

  30. Mirrors or Prisms?

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