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Milford Public Schools

Milford Public Schools. Proficiency Scale Development November 1, 2013. The Art and Science of Teaching. Learning Goals and Feedback Interacting with New Knowledge Practicing and Deepening Generating and Testing Hypotheses (application) Student Engagement

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Milford Public Schools

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  1. Milford Public Schools Proficiency Scale Development November 1, 2013

  2. The Art and Science of Teaching Learning Goals and Feedback Interacting with New Knowledge Practicing and Deepening Generating and Testing Hypotheses (application) Student Engagement Establishing Rules and Procedures Adherence to Rules and Procedures Teacher-Student Relationships High Expectations Page 7, The Art & Science of Teaching

  3. The Art and Science of Teaching Pg. 5 ENACTED ON THE SPOT Student Engagement INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Teacher/Student Relationships Adherence to Rules and Procedures Interacting With New Knowledge Generating/ Testing Hypotheses Practicing and Deepening High Expectations

  4. The Art and Science of Teaching INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures

  5. Design Question One: What will I do to establish and communicate learning goals, track student progress and celebrate success?

  6. “I have over 25 students in my class.” Problem: How can I write a goal for all my students that is both challenging and attainable?

  7. Solution: Construct goals at multiple levels of difficulty. “I have over 25 students in my class.”

  8. Scale

  9. Proficiency Scales Provide the What to Teach…. So teachers can decide How to teach and assess it.

  10. Formative AssessmentFocus on Learning Review the following descriptions regarding formative assessment What key phrases or words stand out to you?

  11. “Formative assessment refers to frequent, interactive assessments of students’ progress and understanding to identify learning needs and adjust teaching appropriately” (Looney, 2005, P. 21) “A formative assessment is a midstream tool to identify specific student misconceptions and mistakes while the material is being taught” (Kahl, 2005, p. 11)

  12. “the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning.” (Cowie & Bell 1999 p. 32) “assessment carried out during the instructional process for the purpose of improving teaching or learning” (Shepard et al., 2005, P. 275)

  13. We need timely, usable data.

  14. Creating a proficiency scale

  15. Please place in order of complexity • Students will be able to write a variety of complete sentences with fluidity. • Students will be able to write compound-complex sentences in isolation. • Students will be able to write a simple sentence with a subject and a predicate.

  16. Please place in order of complexity • Students will be able to discuss the body’s most important dietary needs. • Students will be able to recognize healthy vs. unhealthy foods given a list • Students will be able to discuss what would happen to the body if one of its needs was not met (eg. What would happen if the body received no calcium for an extended period of time?)

  17. Please place in order of complexity • Students will be able to design word problems based on given mathematical equations and find any errors. • Students will be able to translate between simple word problems and mathematical equations. • Students will be able to recognize accurate statements about the mathematical processes embedded in word problems.

  18. Organize learning goals into a scale • Advanced= 4.0 More complex learning goal • Proficient= 3.0 target learning goal • Progressing= 2.0 simple learning goal • Beginning= 1.0 with help, a partial understanding of score 2.0 and partial knowledge of score 3.0 content • 0= even with help, no understanding or skill demonstrated.

  19. Scale Development • Work with your elbow partner(s). • Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. – (Level 3) • What skills and knowledge must be in place in order to attain mastery of this priority standard? (Level 2)

  20. Proficiency Scale Development • Select an “essential learning” or unit of study with which to work. • Develop a proficiency scale. • Write score 3.0 language. • Write score 2.0 language. • Move to score 4.0 language.

  21. Consider having students flesh out the meaning of the scale. cutting-edge research concrete strategies sustainable success

  22. cutting-edge research concrete strategies sustainable success

  23. cutting-edge research concrete strategies sustainable success

  24. cutting-edge research concrete strategies sustainable success

  25. cutting-edge research concrete strategies sustainable success

  26. cutting-edge research concrete strategies sustainable success

  27. Fullerton M.S. Check For Understanding Scale 4. I can teach someone else to do this 3. I can do this by myself 2. I need more practice 1. I need help

  28. What about written assessments?

  29. Now, you can more accurately connect assessment items or opportunities to the scale = construct validity.

  30. Three types of assessment items to measure the knowledge and skills defined • Level 2 items: Simpler details and processes that have been explicitly taught • Level 3 items:Complex ideas and processes that have been explicitly taught • Level 4 items:Inferences and applications that go beyond what was taught

  31. With your table family… • Using the proficiency scale for Atmospheric Pressure and Water Cycle… • Develop 1 assessment item for level 2. • Develop 1 assessment item for level 3. • Develop 1 assessment item for level 4.

  32. Level 2.0 Items for Measuring Atmospheric Processes and Water Cycle • Briefly define the following terms: climatic pattern, atmospheric layers, stratosphere • Identify which of the following statements are true: • The atmosphere is between the troposphere and the stratosphere. • The Earth’s atmosphere helps protect life on Earth by absorbing ultraviolet radiation. • The temperature of the Earth’s atmosphere varies with altitude.

  33. Level 3.0 Items for Measuring Atmospheric Processes and Water Cycle • Explain how evaporation affects the climatic pattern in areas around large bodies of water, like the shoreline communities of Lake Michigan. • Assume that a weather balloon traveled up into the stratosphere. Explain what would happen as it progresses through the various layers of the atmosphere.

  34. Level 4.0 Item for Science Test on Atmospheric Processes and Water Cycle Complete the following analogy and explain why it is accurate: Condensation is to evaporation as __________ is to __________, because...

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