assessment practices teacher performance
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Assessment practices and teacher performance presented at Mid-Hudson Principals' Center Summer Leadership InstituteTRANSCRIPT
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Assessment Practices and Teacher PerformanceJill BerkowiczJuly 7, 2010
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Today’s Objectives
Administrators will be able to help teachers to:
Deepen skills to observe student learning
Develop processes that develop student learning
Expand vocabulary and thinking about evaluation of student learning and staff performance
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How do we measure that?
Deepen
Develop
Expand vocabulary and thinking
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By the end of the 2 hours..
You will be able to re-write the three objectives and
You will be able to list alternative ways to measure them
I promise!
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Context!
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Richard Elmore said…
In 2000 Richard Elmore said that …… “Standards-based reform localizes accountability for student learning with the school and the people who work in it…”
Albert Shanker Institute
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So we must…
Develop
Inform
Support
Advise
Encourage
Model
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Change in APPR
What does the inclusion of measuring student progress mean to classroom teachers?
What does the inclusion of measuring student progress mean to administrators?
What has to change in your thinking?
What has to change in your processes?
What do you know?
What do you need to know?
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What do we know about how students learn?
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Non-Negotiable
Reading, writing, and comprehension must be growing
Web-sense
Team skills
Activity
Expressing knowledge in a variety of ways
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Non-Negotiable
Encouragement and feedback
Counsel and coaching
Differentiation must be planned and individualized
Things have to make sense
Assessment needs to be frequent and varied
Progress must be measured
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Non-Negotiable
Students engaged in solving real problems
Using their own knowledge
Obtaining new knowledge
Sharing it with other students and their teacher
Getting immediate feedback that guides their next decision or action
Creating something new with that knowledge
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What do we see when we look at classrooms?
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What Can Learning Look Like?
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What should we see when we look at
classrooms?
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What we want for our students
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How Can Progress Be Measured?
Formative Assessment
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Because it…
Provides Criteria for Success
Includes Attainable Learning Goals
Provides Effective Learning and Assessment Opportunities
Offers Evidence Based Feedback
Includes Self-, Peer-, and Teacher Involvement and Assessment
Martin-Kniep, 2010
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How do you measure?
Tests and quizzes
Research papers
Exhibition Portfolio submissions
Oral presentations
Authentic assessments
Martin-Kniep, 2010
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What can we measure?
Recall (information)
Product (use of information)
Performance (demonstration of information)
Process (using information)
Martin-Kniep, 2010
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Aligning Goals and Performance
Adapted from McMillan, 2007.
Characteristic Formative Summative
Purpose Provide ongoing feedback to improve learning
Document student learning at the end of an instructional segment
Student Involvement Encouraged Discouraged
Student Motivation Intrinsic, mastery-oriented
Extrinsic, performance-oriented
Teacher Role To provide immediate, specific feedback and instructional correctives
To measure student learning and give grades
Assessment Techniques
Informal Formal
Effect on Learning Strong, positive, and long-lasting
Weak and fleeting
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Tracking Progress
Teachers should use Formative Assessments to support learning and improve achievement
Administrators need to monitor teachers’ work with Formative Assessment including it in the Evaluation Process
Administrators may want to look into Value-Added Analysis in order to track student achievement school-wide.
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Let’s Re-Write Today’s Objectives
Administrators will be able to help teachers to:
Deepen skills to observe student learning by..
Develop processes that develop student learning by..
Expand vocabulary and thinking about evaluation of student learning and staff performance as evidenced by…
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Let’s do it…
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What do we have to do to prepare this
generation?