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Using Assessment Information in Real Time: What Teachers Need to Know and Be Able To Do

Using Assessment Information in Real Time: What Teachers Need to Know and Be Able To Do. Margaret Heritage CRESST/UCLA 11 th Annual Maryland Assessment Conference October 20-21, 2011 University of Maryland. Overview. A System of Assessment. Teacher Knowledge and Skills. Teacher Support.

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Using Assessment Information in Real Time: What Teachers Need to Know and Be Able To Do

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  1. Using Assessment Information in Real Time: What Teachers Need to Know and Be Able To Do Margaret Heritage CRESST/UCLA 11th Annual Maryland Assessment Conference October 20-21, 2011 University of Maryland

  2. Overview • A System of Assessment • Teacher Knowledge and Skills • Teacher Support

  3. Real-time Data • Data that are generated and used by teachers and students during the ongoing course of instruction to keep learning moving forward to reach desired goals

  4. A System of Assessment Comprehensive, Coherent, Continuous (NCR, 2001) Standards Student Minute-by-minute Daily Weekly Unit Quarterly Annually

  5. Different levels of granularity needed for different decisions related to student learning

  6. Herman, 2011

  7. Teacher Knowledge and Skills • Fit data into a structure for interpretation • Decide on appropriate action to improve learning • Understand the purpose of the assessment • Post-hoc Data • Data analysis skills • Understand data properties

  8. Nature of Real-time Information • Individual • Proximately timed • Reveal insights into thinking • Instructionally tractable • REFLEXIVE

  9. Teacher Knowledge and Skills • Making pedagogical moves to advance learning • Knowledge of likely outcomes/responses • Formulate/select data gathering opportunities • Real-time Data • Knowledge of a fully-formed understanding/skill • Place in the “rhythm” of teaching and learning

  10. Supporting Teachers: Teacher Knowledge • Develop models of how student thinking and skills develop in a discipline/across disciplines • Understand barriers, difficulties, common misconceptions and challenges to student learning in a discipline • Develop knowledge of what a “good performance” looks like • Deepen pedagogical content knowledge • Involving students

  11. Supporting Teachers: Resources • Provide better descriptions of learning pathways • Provide resources that support interpretation and action

  12. Supporting Teachers: Teacher Development Studying Practice Versus Implementing Programs

  13. mheritag@ucla.edu

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