DRC1- Ed Assessment-Course of Study Journal PDF

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Educational Assessment Course of Study Notes...

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DRC1 - Course of Study Journal Unit 2: Module 2-Authentic Assessment ● What is an assessment? ○ Any of a variety of procedures used to obtain information about student performance ● What is the purpose of each type of assessment? ○ Placement ■ used to place students according to prior achievement or personal characteristics, at the most appropriate point in an instructional sequence, in a unique instructional strategy, or with a suitable teacher. Unit pre-test ○ Formative ■ used to provide the student and teacher with feedback on the student's progress toward mastery of relatively small units of learning to provide information that will direct subsequent teaching or study. ■ Information is adjusted based on feedback from the students. Suh as are they answering questions correctly or do they need more time? Do students understand what I just taught? ● End of lesson quiz ○ Diagnostic ■ For persistent learning problems. ■ For the identification of students whose learning or classroom behavior is being adversely affected by factors not directly related to instructional practice. ● Test of math computational skills necessary for learning math ○ Summative ■ used principally to certify, assign a grade, or to attest to the student's successful completion of a relatively large unit of instruction. ■ Final judgment with regard to how well students are learning ■ ● End-of-year state test

● When is each assessment type administered? ○ Placement ■ To determine entry performance ■ At the beginning of unit ○ Formative ■ used to monitor student progress during instruction ■ Chapter review quiz ○ Diagnostic ■ Middle of the unit to determine why the child can not perform the tasks correctly ○ Summative ■ certification of mastery 1

■ At the end of instruction

Unit 2: Module 3-Assessment Techniques ● Part 1: Creating an Assessment Plan (video): ○ What are the teacher standards for student assessments? ■ Teachers should be skilled in: ● Teachers should be skilled in choosing assessment methods appropriate for instructional decisions. ● Teachers should be skilled in developing assessment methods appropriate for instructional decisions. ● The teacher should be skilled in administering, scoring and interpreting the results of both externally produced and teacher-produced assessment methods. ● Teachers should be skilled in using assessment results when making decisions about individual students, planning teaching, developing curriculum, and school improvement. ● Teachers should be skilled in developing valid pupil grading procedures which use pupil assessments. ● Teachers should be skilled in communicating assessment results to students, parents, other lay audiences, and other educators. ● Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information. ○ How do teachers create assessment plans (addresses what am I doing before, during, and after instruction)? ■ Placement Assessments ● Measure entry behavior ○ To determine performance at the BEGINNING of instruction ■ Pretest ■ Graphic Organizers ■ Academic Record from previous year ■ Formative Assessments ● Monitors Learning Progress ○ To monitor learning progress DURING instruction ■ Asking questions ■ Observations ■ Quizzes ■ Performance Assessments ■ Diagnostic Assessments ● Identifies causes of learning problems ○ To diagnose learning difficulties DURING instruction ■ Test math computational skills necessary for learning math multiplication and division 2

■ Summative Assessments ● Measures end of course achievement ○ To assess achievement at the END of instruction ■ Chapter/End of unit test ■ High stakes tests ■ Standardized achievement tests

○ What is a system of assessments? ■ Focus on the assessment decisions teachers need to make: ● During the planning of instruction and at the beginning of instruction ○ 2 major questions that teachers need to ask before proceeding with instruction: ■ To what extent do students possess the skills and abilities that are needed to begin tha instruction? ● Answered by obtaining information from readiness pretests ■ To what extent have the students already achieved the intended learning outcomes of the planned instruction? ● Answered by obtaining information from placement pretests which cover the intended learning outcomes of the planned instruction ● During instruction ○ Main concern is with the students’ learning progress ○ Which tasks are progressing satisfactorily, and which ones do they need help with? ○ Which students are having such severe learning problems that they need remediation? ○ Use formative assessments ○ If after group or individual remediation a student’s learning difficulties are so persistent that they can not be resolved by remediation or formative assessments, then us diagnostic assessments ● And at the end of instruction ○ Summative assessments ■ Achievement assessments at the end of instruction for the purpose of certifying mastery or assigning grades. ○ Concerned primarily with the extent to which the student has achieved the intended learning outcomes of instruction. ○ Answers two questions: ■ Which students have mastered the learning task to such a degree that they should proceed to the next unit or course of instruction? ■ What grade should be assigned to each student?

○ What are the methods of assessing student performance? 3

■ Blooms Taxonomy

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Focuses more attention on the actual performance of students Authentic assessments o Stresses an emphasis on “real-world” tasks relevant outside the classroom Alternative Assessments o Any test that is not a pencil and paper assessment is an alternative assessment Performance Assessment o Stresses the actual “doing” of a task o Restricted Performance Task  Everyone in the class is doing the same thing  Essay o Extended Performance task Students may choose which type of assessment to complete from a list of possibilities o Focus on a procedure  Ex. Building a toy car o a product  EX the toy car that was built o or both 

● Educational Impact Module 1, Topic B: “Classroom Assessment Techniques (CATS)” ○ Minute Paper: ■ What was the most important thing you learned in class today? 4

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■ What question remains unanswered? One Sentence Summary ■ Write a one sentence summary about who does what to whom, etc. Directive Paraphrasing Application Cards Project or Paper Prospectus Student Generated Test Questions ■ Ask students to write test questions after a learning experience with you. Classroom Opinion Poll ■ Ethical dilemma poll The Ticket out or Your Ticket Out ■ Assessment technique at the end of the period that ask: ● What happened today? ● What was learned? ● How was the teamwork? ● Specifically tailored to the instruction that day. ● Answered individually or as a team The Ticket In ■ Show evidence of completing an assignment ● Reading log ● Completed homework ● Shows students are ready and prepared to learn that day. How’s it going? ■ Was your understanding clear today? ■ What are your study plans for the test? ■ Is the draft of your paper underway? ■ Do you have questions for me? 3-2-1 Processing ■ Tell me 3 positive things about today ■ 2 things that you still have a question about ■ 1 thing that you’d like to see done differently Use grading rubric for group work that keeps everyone in a group accountable ■ Did everyone come to the planning meeting? ■ Did everyone do their assigned job? ■ Need to be private and turned in independently, not shared with the group. ■ Grade based upon evaluation of their classmates

Unit 3: Module 4-English Language Learners ● Essential Readings (2 total): ○ How do performance assessment support learning for English language Learners? ■ They can help document your ELLs' growth over a period of time. 5

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■ Ongoing assessments provide continual snapshots of where students are throughout the school year. ■ By using informal assessments, teachers can target students' specific problem areas, adapt instruction, and intervene earlier rather than later. ■ it is best to assess no more than three items at a time Four elements are needed in to design a performance-based assessment that supports learning for ELLs. ■ Make criteria for evaluation clear to the students ■ Show students how to monitor their own work ■ Require meaningful task ■ Designed for the students' proficiency level What is visible criteria? How do visible criteria and self-assessments of performance assessments support independent learning? How do teachers identify students eligible for accommodations? ■ a student may be eligible for testing accommodations if the student is below a level where an assessment administered in English would be a valid measure of his or her content knowledge. When should accommodations be used? What is the purpose of accommodations for ELLs?

● IRIS Module - Teaching English Language Learners: Effective Instructional Practices ○ Product: ■ Demonstrates students’ thinking, reasoning, and motivation ■ EX projects, exhibits, portfolios ○ Performance: ■ Application of knowledge under direct observation ■ EX Report, Skit, Debate ○ Process: ■ Work that provides concrete examples of student knowledge ■ EX Self-assessment, conference, learning logs ○ ***Be sure to check off all check mark boxes for activities you completed. Be sure you have completed all embedded learning checks. Unit 3: Module 5-Differentiating Instruction and Adaptations ● IRIS Module - Differentiated Instruction: Maximizing the Learning of all Students ○ What is differentiated instruction? ■ an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with learning disabilities, and gifted and talented students. ○ How do teachers differentiate instruction? 6

■ By adjusting: ● Content ○ What is being taught ○ Knowledge and skills students need to master ● Process ○ How it is being taught ○ Activities students use to master content ● Product ○ How they demonstrate their learning ○ Methods students use to demonstrate learning ■ According to the student’s: ● Readiness ● Interest ● Learning profile ○ How do teachers prepare their students and their classrooms for differentiated instruction? ■ ○ What does differentiated instruction look like in the classroom? Differentiating Instruction and Adaptations, Part 2 (video) ○ What is differentiated instruction? ■ an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with learning disabilities, and gifted and talented students. ○ What are exceptional needs? ■ Students that struggle in one of six areas: ● Intellectual ○ Superior intelligence as well as those that are slow to learn ● Communication ○ Speech and language impairment ● Sensory ○ Auditory or visual disabilities ● Behavior ○ Emotionally disturbed or socially maladjusted ● Physical ○ Orthopedic or mobility disabilities ● Multiple ○ Combination of disabilities such as orthopedically challenged and visually impaired ○ What are accommodations? ■ DO NOT change the expectation for learning ■ DO NOT reduce the requirements of the task ○ What are modifications? ■ DO change the expectation for learning 7

■ DO reduce the requirements of the task ○ Who is eligible to receive accommodations? ■ Students who have been properly evaluated and staffed into programs for students with disabilities ■ Students on a 504 plan ● Students who have mental or physical disabilities but do not meet the eligibility criteria for exceptional education services ○ What are types of accommodations (provide examples of each)? ■ Presentation ● Allows for access to information in ways other than the standard visual or auditory means ○ Visual ■ Large print ■ Handheld magnifiers ■ Visual cues (bookmarks for tracking) ■ Note taker ■ Reduction of visual clutter ○ Auditory ■ Amplification devices ■ Audio books ■ Oral readers ○ Tactile ■ Braille ■ Manipulatives ■ Tactile graphics (raised line maps, charts, graphs) ■ Response ● Can complete instructional assignments or assessments through ways other than typical verbal or written responses ○ Write answer in test booklet instead of answer sheet ○ Use a computer to complete work ○ Use an augmentative device for verbal response ○ Use a scribe ○ Record responses ○ Use a braille writer ○ Circle or point at answers ○ Use spell or grammar check ○ Calculators ○ Graphic organizers ■ Setting ● Allows for a change in environment or in how the environment is structured ○ Adaptive furniture or equipment ○ Adjusting table height 8

○ Eliminate visual and auditory distractions ○ Preferential seating ○ Headphones to buffer noise ○ Test in a different room ■ Timing and scheduling ● Allows extra time to complete an activity or test ○ Breaks as needed ○ Extended time to complete assignments ○ Breaking large tasks into smaller ones ○ Shorten testing sessions ○ Administer tests over more than one day ***Be sure to check off all check mark boxes for activities you completed. Be sure you have completed all embedded learning checks

Unit 3: Module 6 - Students with Disabilities ● IRIS Module - Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities ○ What is high-stakes assessment? ■ State or district tests ○ What are some negative outcomes related to reporting assessment data for students based on sub-groups? ■ Not clearly differentiate scores of students with disabilities ■ Not differentiate scores of students who take the test with accommodations versus students who take an alternate assessment ■ Aggregate—or include—the scores from tests taken with “nonapproved” accommodations with standard test scores ■ Not report scores of tests taken with nonstandard accommodations and not indicate that they are not reporting them ○ What is the Individuals with Disabilities Education Act (IDEA)? ■ requires that special education practices be included in standards-based reform. To specify how a student will access the general education curriculum, a student’s individualized education program (IEP) must include: ● A statement of the child’s present levels of educational performance, including how the child’s disability affects his or her involvement in the general curriculum. ● Measurable annual goals related to meeting the child’s needs. ● Descriptions of modifications or supports that the child will need to: ● Advance toward attaining the annual goals. ● Progress in the general curriculum. ● Participate in extracurricular or other nonacademic activities. 9

● Participate in activities with other children with and without disabilities. ● These requirements apply to all children with disabilities, regardless of their educational setting. ○ What are examples of Assessment Accommodations? ■ Change the test location. For example, allow the student to take the test in a small group or individually ■ Allow extended time or take frequent test breaks. ■ Allow testing over several days or administer only during a specific time. ■ Change the format by using assistive devices, such as by allowing a reader or computer assistance. ■ Change how the student responds, such as by allowing a scribe, recorder, or computer. ● IRIS Module - Accommodations: Instructional and Testing for Students with Disabilities ○ What is the difference between an accommodation and modification? ■ Accommodation: adaptations or changes to educational environments and practices designed to help students overcome the challenges presented by their disabilities ● Do not change the expectations for learning ● Do not reduce the requirements of the task ● Do not change what the student is required to learn ■ Modification: adaptations that change what students learn and are used with students who require more support or adjustments than accommodations can provide. ● Do change the expectations for learning ● Do reduce the requirements of the task ■ Accommodations change how students learn but do not change what they learn ○ Why is it important to provide accommodations during assessments for students with an IEP? ■ To provide equity in education ○ What are different types of accommodations used in assessment? ■ Presentation Accommodations ● Books and materials with large print ● Visual cues (e.g., color-coded text) ● Audio books ● Close-captions on videos ■ Response Accommodations ● Speech-to-text software ● Orally dictate responses (using a scribe or digital recorder) ■ Setting Accommodations ● Preferential seating (e.g., near the teacher) ● Testing in a separate location ■ Timing and Scheduling accommodations ● Extended time to complete task ● Frequent breaks ● Shorter testing sessions 10

***Be sure to check off all check mark boxes for activities you completed. Be sure you have completed all embedded learning checks Unit 4: Module 7 - Ethical Assessment Practices ● Essential Reading and Part 1: Code of Professional Responsibilities in Educational Measurement ( video): ○ What is the purpose of the Code? ■ To guide the conduct of educators ○ What does it apply to? (what types of assessments?) ■ Any type of assessment that occurs in an educational setting ○ Who is held accountable to the Code? ■ NCME members ○ What are the 8 professional responsibilities? ■ Develop Assessments ■ Market and Sell Assessments ■ Select Assessments ■ Administer Assessments ■ Score Assessments ■ Interpret, Use, and Communicate Assessment Results ■ Educate About Assessment ■ Evaluate Programs and Conduct Research on Assessments ○ What are the 7 general responsibilities? ■ protect the health and safety of all examinees; ■ be knowledgeable about, and behave in compliance with, state and federal laws relevant to the conduct of professional activities; ■ maintain and improve their professional competence in educational assessment; ■ provide assessment services only in areas of their competence and experience, affording full disclosure of their professional qualifications; ■ promote the understanding of sound assessment practices in education; ■ adhere to the highest standards of conduct and promote professionally responsible conduct within educational institutions and agencies that provide educational services; and ■ perform all professional responsibilities with honesty, integrity, due care, and fairness. ***Be sure to check off all check mark boxes for activities you completed. Be sure you have completed all embedded learning checks Unit 4: Module 8- Legal Issues in Assessment Practices 1957- Soviet Union launched the Sputnik I Satellite:  the United States was gripped by fear that the Russians were becoming more technologically advanced, and that our inability to match their advancements was a threat to national security 11

1958- National Defense Education Act (NDEA):  In direct response to the Russian threat, the federal government enacted in 1958 the National Defense Education Act (NDEA) and poured millions of dollars into creating new curricula for math and science public school programs.  Funds to conduct objectives-based assessments of students and evaluations of programs quickly followed. 1965- Elementary and Secondary Education Act (ESEA):  President Lyndon B. Johnson signed the Elementary and Secondary Education Act  It significantly expanded the federal role in K-12 education.  The law’s signature program, Title I, was aimed at helping districts cover the cost of educating disadvantaged students.  Headstart begins 1983- A Nation at Risk:  Published by the National Commission on Excellence in Education  The report illuminated the inadequacy of the nation’s public education system, concluding that the system was broken.  To fix the system, the commission recommended that the federal government would need to be more directly involved in overseeing the development of state-established education standards and holding schools accountable when standards aren’t met...