lecturette 1: culturally responsive progress monitoring: universally designed classroom assessment
TRANSCRIPT
Lecturette 1: Lecturette 1: Culturally Responsive Progress Culturally Responsive Progress
Monitoring: Monitoring: Universally Designed Classroom Universally Designed Classroom
AssessmentAssessment
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UDL UDL AssessmentAssessment PurposePurpose
The purpose of assessment based on Universal Designs is to make the assessment task accessible to all students; it does not intend to lower standards or “water down” performance of assessment. (Johnstone, Altman & Thurlow, 2006)
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UDL UDL AssessmentAssessment
Assessments:Assessments:
•measure exactly what teachers are trying to find out
•embed personalized supports, strategies, and approaches used regularly
•adjust to many individual differencesUDL Assessments:UDL Assessments:
•applied to deciding what you will do tomorrow in your classroom to increase the power of your teaching and learning opportunities for your students
•methods for determining a learner's knowledge & abilities
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UDL UDL AssessmentAssessment in Science in Science
Needs assistanceNeeds assistance accessing printed textaccessing printed text
Consider:Consider: The student’s The student’s summative summative
knowledge of the knowledge of the process of erosionprocess of erosion
Demonstrates Demonstrates knowledge verbally, knowledge verbally, through drawing, or through drawing, or through voice-to-text through voice-to-text
word processing word processing softwaresoftware
Uses text to speech Uses text to speech softwaresoftware
for access to for access to curriculum contentcurriculum contentWhat supports and
strategies does the student use regularly?
What are the student’s learning needs?
What is the teachertrying to find out?
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8 Principles of UDL8 Principles of UDL
Equitable useEquitable use
FlexibilityFlexibility
Simple, intuitive Simple, intuitive designdesign
Perceptible Perceptible informationinformation
Tolerance for errorTolerance for error
Minimal physical effort
Appropriate size & space for approach & use
Fully inclusive
Accounting for Diverse Learners in Accounting for Diverse Learners in Universally Designed Universally Designed AssessmentAssessment of of
Student LearningStudent Learning
Qualitative and mixed-methods Qualitative and mixed-methods forms of assessing student progress forms of assessing student progress help us:help us:
Understand essential contextual Understand essential contextual variables that contribute to variables that contribute to instructional effectiveness; instructional effectiveness;
Provide a more holistic picture, Provide a more holistic picture, rather than a set of discrete skills, rather than a set of discrete skills, of what students have learned and of what students have learned and are able to do.are able to do.
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Universally Designed Progress Monitoring: Assessing the “Bigger Picture & the Smaller Pieces”
8 Principles of UD8 Principles of UD
Equitable useEquitable use
FlexibilityFlexibility
Simple, intuitive Simple, intuitive designdesign
Perceptible Perceptible informationinformation
Tolerance for errorTolerance for error
Minimal physical effort
Appropriate size & space for approach & use
Fully inclusive
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Using Daily Data Collection for Using Daily Data Collection for Progress Monitoring of Progress Monitoring of
InstructionInstruction 8 Principles of UD8 Principles of UD
Equitable useEquitable use
FlexibilityFlexibility
Simple, intuitive Simple, intuitive designdesign
Perceptible Perceptible informationinformation
Tolerance for errorTolerance for error
Minimal physical effort
Appropriate size & space for approach & use
Fully inclusive
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Tune instructional
decisions
Provide
Meaningful
Feedback
Determine desired learning
outcomes
Utilize and interpretassessments
Record student performance
UniversallyDesigned Classroom Assessment
Create or selectuniversally
designed progress monitoring
tools
8 Principles of UD8 Principles of UD
Equitable useEquitable use
FlexibilityFlexibility
Simple, intuitive Simple, intuitive designdesign
Perceptible Perceptible informationinformation
Tolerance for errorTolerance for error
Minimal physical effort
Appropriate size & space for approach & use
Fully inclusive
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Determining Outcomes to be Determining Outcomes to be AssessedAssessed
What we want students to
know and be able to do as a
result of completing a
learning activity?
Student learning outcomes in culturally Student learning outcomes in culturally responsive classrooms take into account responsive classrooms take into account
and integrate and integrate what students want to learnwhat students want to learn
Determine desired learning
outcomes
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong CommunitiesCulturally Responsive Progress Monitoring
DetermineDetermine desired learningdesired learning
outcomesoutcomes
Types of Learning Types of Learning OutcomesOutcomes
DispositionsDispositions
SkillsSkills
ProductsProducts
KnowledgeKnowledge
ReasoningReasoning
Students will be able to name four alternative/renew
able energy sources.
Students will be able to read aloud from
an article in a science magazine
for kids at 60 words per minute at a 95% or higher accuracy
rate.
Students can design, carry out, and write
a social science
research study on ways to improve energy
consumption.
Students will be able to compare and contrast the impacts of using non-renewable and renewable energy sources.
Students will be able to give three reasons why it is important in a
democratic society for adults to have a solid knowledge
of science.
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No one form of assessment can address
all of our questions
about student learning.
Determine desired learning
outcomesCreate or select universally
designed progress monitoring
tools
Creating/Selecting Assessment Creating/Selecting Assessment ToolsTools
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Culturally Responsive UDL Assessments
Create or selectCreate or select appropriate progressappropriate progress
monitoring toolsmonitoring tools
Selected Selected ResponseResponse
EssayEssayPerformance Performance AssessmentsAssessments
Personal Personal CommunicatiCommunicati
onon Computer-based or paper-and-pencil
objective tests such as multiple-choice,
true/false, fill-in-the-blank and matching
items
Question(s) that require original
written responses, which are evaluated based on specified
scoring criteria
Teacher listens to a student’s
response and then makes judgments about the quality of the response.
Students demonstrate a skill or prepare a product, which are assessed based on
observation of the skill or evaluation of the
product.
Portfolio Portfolio AssessmentsAssessments
Students and teachers collect
student work over time across content areas and to reflect
on students’ progress over time.
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Using and Interpreting UDL Using and Interpreting UDL AssessmentsAssessments
How often, when, where, and by whom
will assessments
be administered?
Determine desired learning
outcomesCreate or select universally
designed progress monitoring
tools
Utilize and interpretassessments
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How OftenHow OftenBy WhomBy Whom
WhereWhere
Utilize and interpretassessments
Using and Interpreting UDL Using and Interpreting UDL AssessmentsAssessments
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Determine desired learning
outcomesCreate or select universally
designed progress monitoring
tools
Utilize and interpretassessments
Record student performance
Recording Student Recording Student PerformancePerformance
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Record student performance
Recording Student Recording Student PerformancePerformance
RUBRICSRUBRICS
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Determine desired learning
outcomesCreate or select universally
designed progress monitoring
tools
Utilize and interpretassessments
Record student performance
Tune instructional
decisions
Tuning Instructional DecisionsTuning Instructional Decisions
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Tune instructional
decisions
Are there enough access points into the curriculum?
How much time should we dedicate to a concept?
Tuning Instructional DecisionsTuning Instructional Decisions
www.urbanschools.orgwww.urbanschools.org
Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
Determine desired learning
outcomesCreate or select universally
designed progress monitoring
tools
Utilize and interpretassessments
Record student performance
Tune instructional
decisions
Provide
Meaningful
Feedback
Providing Meaningful Providing Meaningful FeedbackFeedback
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Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
TimingTimingStyle & FormStyle & Form
Recipient (s)Recipient (s)
Provide
Meaningful
Feedback
Providing Meaningful Providing Meaningful FeedbackFeedback
www.urbanschools.orgwww.urbanschools.org
Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities
UDL UDL AssessmentAssessment
Assessments:Assessments:
•measure exactly what teachers are trying to find out
•embed personalized supports, strategies, and approaches used regularly
•adjust to many individual differencesUDL Assessments:UDL Assessments:
•applied to deciding what you will do tomorrow in your classroom to increase the power of your teaching and learning opportunities for your students
•methods for determining a learner's knowledge & abilities