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NJSTAMP Data Workshop 2008. What Will We do Today?. •Historical Review of the Project •2008 Data Review / 07-08 Comparison •Main Findings from the Project •Now What! Interpretation and Next Steps. History of the Project. •2005 - Writing of the Grant / Award

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slide2

What Will We do Today?

•Historical Review of the Project

•2008 Data Review / 07-08 Comparison

•Main Findings from the Project

•Now What! Interpretation and Next Steps

slide3

History of the Project.....

•2005 - Writing of the Grant / Award

•10/05 - Participant Applications Distributed

•2/6-7/06 - First Training Sessions

•9/27/06 - 2006 Test Data Workshop (16,500)

slide4

History of the Project.....

•2/8-9/07 - Second Training Sessions

•9/25-26/07 - 2007 Test Data Workshop (22,000)

•1/28-29/08 - Third Training Sessions

•6/2-3/08 - 2008 Test Data Workshop (20,000+)

slide5

Goals of the Project......

•Measure Increasing Student Proficiency in a WL.

•Determine if Current Curricular Design will Enable Grade 8 Students to DEMONSTRATEProficiency at NH.

•Form the Basis for PD that Focuses on the Connection between ASSESSING and TEACHINGfor Language Proficiency.

•Provide Baseline Data for the Development of a RevisedStatewide Assessment Policy.

slide22

08

07

slide23

08

07

slide26

•General Findings

  • Reading scores lower than speaking scores overall...
  • Reading scores lower than national average (2 years)
  • Slight improvement in reading over 2 years (NH)
  • Improved speaking scores each year
  • Speaking scores higher than national average (NH)
  • Scores are higher than standards/expectations!!!
  • Increased Focus and intervention makes a difference!!
slide29

What is Your ASSESSMENT IQ

  • Why Do We Assess Our Students?
  • How Do We Assess Our Students?
  • What is Formative Assessment?
  • What is Summative Assessment?
  • What is...Achievement - Performance - Proficiency
  • What is Self-Evaluation?
  • What is External Evaluation?
slide31

Assessment Modalities

•Assessment FOR Learning

•Assessment AS Learning

•Assessment OF Learning

slide32

•Assessment FOR Learning:

Formative Assessments

Assessments that Guide Learning

Progress Checks and Monitoring

Achievement and Performance

Inform Curricular Design and Improvement

Mastery of Pieces and Parts

slide33

•Assessment AS Learning:

Student Directed Projects

Role Playing with Direction and Feedback

Interviews with Feedback

Self-Evaluation

slide34

•Assessment OF Learning:

Summative Assessments

End of Course - Final Exams

Large Scale Assessments

Proficiency Assessments

External Evaluation - Review

Mastery and Control of the SUM

slide36

Linguafolio.....

•Language Passport - Summary of Skills / “Can Do” Statements

•Language Biography - Learner Background

•Dossier - Work Samples / Collection of Evidence

slide38

Assessment Foundations

•Assessment is a process of professional judgment.

•Assessment is based on separate but related principles of measurement evidence and evaluation.

•Assessment decision-making is influenced by a series of tensions.

•Assessment influences student motivation and learning.

•Assessment contains error.

slide39

Understanding Assessment

Practices and Techniques

Leads to Better Teaching

and Learning

slide40

STAMP

Standards-based Measurement of Proficiency

slide41

Uses of STAMP

•Large Scale Test Administration

•Program Evaluation

•Progress Tracking/Placement

•Test Preparation