Using the TWS to Link Assessment to Great Teaching

1. Using the TWS to Link Assessment to Great Teaching Dr. Alberta Sautter, Dr. Mary Ann DeLine, Dr. Sharon Gunn, Emily Easter and Steven Nation Southeast Missouri State University

2. My students are just like me. The Fantasy It will be easy to teach these guys.

3. I don’t have all the answers! Something is wrong. Diversity Special Needs Poverty The Reality

4. The Teacher Work Sample (TWS) is an assessment tool and document that links candidate teaching to student performance. • The TWS “can broaden and deepen the thinking of student teachers.” (Henning & Robinson, 2004)

5. Description: What is the TWS? • Contextual Factors • Learning Goals • Assessment • Instructional Design • Management Plan • Instructional Decision Making • Analysis of Learning • Reflection and Self Evaluation

6. Before Teaching The Unit The Process During the Unit Contextual Factors Learning Goals Assessment Plan Design for Instruction Classroom Management Family Involvement After Teaching the Unit

7. Research and Planning The Process During the Unit After Teaching the Unit Instructional Decision Making

8. Before the Unit The Process During the Unit Analysis of Learning Reflection and Self Evaluation After the Unit

9. Research and Planning TheProcess Teaching the Lessons Analysis of Learning Reflection and Self Evaluation Instructional Decision Making Analysis and Reflections Contextual Factors Learning Goals Assessment Plan Design for Instruction Classroom Management Family Involvement

10. Contextual Factors –Know your Learners & Environment Classroom Management based on CF and Field Observations Learning Goals based on CF, Standards, GLEs, reflected throughout Assessment Plan based on CF and LGs Pre assessment (tied to LGs) Variety of Formative Assessments Post Assessments Design for Instruction based on Pretest & CF Instructional Decision Making (ongoing reflection) Analysis of Student Learning (Comparison of Pre and Post Assessments) Reflection (occurs throughout with formal reflection after the unit)

11. Teacher Candidates’ Plan for Assessment • Demonstrates capabilities for critical thinking, reasoning, and analyzing.

12. The Assessment Plan includes: • Designing a Pretest and Posttest • Understanding of Bloom’s levels, Contextual Factors • Planning for formative and summative methods • Aligning assessment methods with learning goals • Planning adaptations for special needs • Holistic approach to measure whether learning occurs

13. Analysis of Learning includes: • Quantitative analysis of pre and post assessment for each learning objective. • Analysis of progress by groups within the class. • Descriptive analysis of two individual students within the class.

14. Example of Pre and Post Assessment Data

15. Graphing of the Data

16. Reflection & Self Evaluation • Identification of successful strategies and reasons for their success. • Uses evidence to support conclusions. • Discusses the alignment of objectives, assessment and instruction. • Discusses evidence based ideas for future improvement.

17. Documenting Candidate Reflections • Demonstrate the ability to make informed, intelligent value decisions.

18. --Assessing the consequences of one’s actions, being responsible for them, and understanding the value perspective of others. THE TEACHER CANDIDATE REFLECTS ON . . .

19. Discussion How has the assessment from the TWS made me better prepared for the classroom? Teacher Candidates: Emily Easter –Science Education Teacher Candidate Steven Nation – Special Education Teacher Candidate

20. Thank YOU for coming!Please share your experiences with us. --Dr. Alberta Sautter, Dr. Mary Ann Deline, Dr. Sharon Gunn, Emily Easter and Steven Nation Southeast Missouri State University