1 / 92

Teacher Evaluation Institute

Teacher Evaluation Institute. September 2013. Assessment Literacy for Student Achievement Goal Setting. Division of Teacher Education and Licensure. Virginia’s Uniform Performance Standards for Teachers.

kali
Télécharger la présentation

Teacher Evaluation Institute

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teacher Evaluation Institute September 2013 Assessment Literacy for Student Achievement Goal Setting • Division of Teacher Education and Licensure

  2. Virginia’s Uniform Performance Standards for Teachers • Standard 7: The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

  3. Standard 7: Performance Indicators 7.1 Sets acceptable, measurable and appropriate achievement goals for student academic progress based on baseline data. 7.2 Documents the progress of each student throughout the year. 7.3 Provides evidence that achievement goals have been met, including the state provided growth measure when available as well as other multiple measures of student growth. 7.4 Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning goals.

  4. Assessment Data Sources • Student Growth Percentiles (SGPs) based on Standards of Learning (SOL) assessments • Other standardized assessments • Common assessments (developed for the division or school level) • Teacher-developed assessments

  5. Guiding Questions • What role can teacher-developed assessments play in demonstrating student learning? • How can the validity and reliability of teacher-developed assessments be strengthened? • How can teachers analyze results from students’ performance on teacher-developed assessments and demonstrate student progress? • How can a teacher and/or principal determine what currently available assessments may be appropriate for establishing baseline data for student achievement goal setting?

  6. Guiding Question 1 What role can teacher-developed assessments play in demonstrating student learning?

  7. Virginia’s Uniform Performance Standards for Teachers Standard 4: The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.

  8. Standard 7 Standard 4 Demonstrated Student Progress Common Unit Test Key Skill Performance Assessment Other Teacher-Developed Assessments

  9. Guiding Question 2 How can the validity and reliability of these assessments be strengthened?

  10. Assessment Literacy The ability to create and use valid and reliable assessments as a classroom teacher to facilitate and communicate student learning.

  11. Desired Characteristics of Teacher-Developed Assessments

  12. Overview of the Process for Creating a Valid and Reliable Teacher-Developed Assessment • Identify objectives for a unit of instruction. • Unpack the objectives. • Map the objectives onto a “table of specifications.” • Use the table of specifications to guide the construction of the assessment. • Use the table of specifications to analyze student learning.

  13. Definition: Curriculum A set of objectives for student learning.

  14. Sources of Objectives for Instructional Units • What gets taught

  15. Sample Objectives for a Unit on “Equivalency and the Associative Property” (SOL 4.16) The student will: • Recognize and demonstrate the meaning of equality in an equation (i.e., an equals sign [=] relates equivalent quantities in an equation). • Write equations to represent equivalent mathematical relationships (e.g., 4 × 3 = 2 × 6). • Investigate and describe the associative property for addition, such as (6 + 2) + 3 = 6 + (2 + 3). • Use mathematical communicationto demonstrate understanding that the associative property for addition means you can change the groupings of three or more addends without changing the sum. • Investigate and describe the associative property for multiplication, such as (3 x 2) x 4 = 3 x (2 x 4). • Use mathematical communicationto demonstrate understanding that the associative property for multiplication means you can change the groupings of three or more factors without changing the product. • Infer how the associative property does not operate for subtraction and division by exploring and proposing explanations of non-examples of the associative property. Source: VA SOL Source: The teacher

  16. Unpacking Objectives

  17. Unpacking Objectives The student will describe the planets and their relative positions from the sun.

  18. Bloom’s Taxonomy of Cognitive Behaviors

  19. Bloom’s Taxonomy Verbs

  20. Unpacking Objectives comprehension The student will describe the planets and their relative positions from the sun.

  21. Unpacking Objectives for Content and Cognitive Level AP CO The student will: • Recognize and demonstrate the meaning of equality in an equation (i.e., an equals sign [=] relates equivalent quantities in an equation). • Investigate and describe the associative property for addition, such as (6 + 2) + 3= 6 + (2 + 3). • Investigate and describe the associative property for multiplication, such as (3 x 2) x 4 = 3 x (2 x 4). • Infer how the associative property does not operate for subtraction and division by exploring and proposing explanations of non-examples of the associative property. CO AN CO AN AN AN SY CO: comprehension AN: analysis AP: application SY: synthesis

  22. Unpacking Objectives • The student will identify the narrator of a short story. • The student will find the surface area of a rectangular prism. • The student will list the qualifications necessary to vote in Virginia and describe the process for registering to vote in Virginia. • The student will create a diagram that demonstrates the steps in the cell cycle, including the phases of mitosis.

  23. Unpacking Objectives CO • The student will identify the narrator of a short story. • The student will find the surface area of a rectangular prism. • The student will list the qualifications necessary to vote in Virginia and describe the process for registering to vote in Virginia. • The student will create a diagram that demonstrates the steps in the cell cycle, including the phases of mitosis. AP KN CO CO KN: knowledge CO: comprehension AP: application

  24. Unpacking Objectives • The student will write a persuasive essay on a school-wide issue. • The student will verify the properties of circles. • By reviewing slogans in post-World War II America, the student will describe changes in economic opportunities for women.

  25. Unpacking Objectives EV • The student will write a persuasive essay on a school-wide issue. • The student will verify the properties of circles. • By reviewing slogans in post-World War II America, the student will describe changes in economic opportunities for women. AP AN AN AP: application AN: analysis EV: evaluation

  26. Cautions About Unpacking • Bloom’s taxonomy may be incorrectly viewedas hierarchical in nature. • Not all learning objectives fit neatly into one category of the taxonomy. • Most words associated with the taxonomy have different meanings in different contexts. • There are other taxonomies of cognitive behaviors besides Bloom’s. • Bloom’s taxonomy addresses the cognitive domain only, not the psychomotor or affective domains. • Subject-matter expertise is critical in unpacking objectives.

  27. Table of Specifications A blueprintfor what should be included (and should notbe included) on an assessment.

  28. Steps to Create aTable of Specifications Step #1 – Unpack objectives for… • Content • Cognitive level. Step #2 – Plot the intersection between the content and level of cognitive demand for each learning objective on a matrix. Step #3 – If helpful, indicate the relative emphasis of each intersection on the chart.

  29. recognize  demonstrate  investigate  describe  describe  investigate  explore infer  propose explana-tions Math 4.16

  30. Using a Table of Specifications • To create an assessment. • To critique and improve an existing assessment. • To create a unit assessment plan.

  31. Sixth-Grade Unit: “Resource Use and Conservation” (Science SOL 6.9) Science SOL 6.9 Overview “The strand focuses on student understanding of the role of resources in the natural world and how people can utilize those resources in a sustainable way. An important idea represented in this strand is the importance of managing resources. This begins with basic ideas of conservation and proceeds to more abstract consideration of costs and benefits. The topics developed include conservation of materials, soil and plants as resources, energy use, water, Virginia’s resources, and how public policy impacts the environment.”

  32. Objectives for the “Resource Use and Conservation” Unit (Science 6.9) The student will: • Differentiate between renewable and nonrenewable resources. • Describe the role of local and state conservation professionals in managing natural resources. These include wildlife protection; forestry and waste management; and air, water, and soil conservation. • Analyze reports, media articles, and other narrative materials related to waste management and resource use to determine various perspectives concerning the costs/benefits in real-life situations. • Analyze how renewable and nonrenewable resources are used and managed within the home, school, and community. • Analyze resource-use options in everyday activities and determine how personal choices have costs and benefits related to the generation of waste. • Evaluate the impact of resource use, waste management, and pollution prevention in the school and home environment.

  33. What would you expect to see on a test that assesses these objectives?

  34. Unit TestQuestion #1 Which of these is a nonrenewable resource? • fossil fuels • sunlight • trees • wind What content does this item assess and at what cognitive level?

  35. 1

  36. Unit TestQuestion #9 What content does this item assess and at what cognitive level?

  37. 1 9

  38. Unit TestQuestion #14 What content does this item assess and at what cognitive level?

  39. 1 9 14

  40. How VALID is this test?

  41. Is this a more valid test?

  42. Using a TOS as a “unit assessment plan” MC Test MC Test MC Test MC Test MC Test MC Test MC Test MC Test MC Test MC Test MC Test Personal Resource Use Project MC Test

  43. Three Practical Uses of a Table of Specifications • To create an assessment. • To critique and improve an existing assessment. • To create a unit assessment plan.

  44. Strengthening the Validity and Reliability of Assessments by Using a “Table of Specifications” • Does the assessment align to the objectives not only in content but also in the targeted cognitive levels? • Does the assessment adequately and proportionately cover the objectives? • Does the assessment account for chance, error, and bias by providing more than one opportunity for the student to demonstrate learning on key objectives? Construct Validity Sampling Validity Repeated Trials Reliability

  45. Guiding Question 3 How can teachers analyze results from students’ performance on teacher-developed assessments and demonstrate student progress?

  46. Four Examples • Performance Task • Paper-Pencil Unit Test with Subsample Pre-assessment • Paper-Pencil Unit Test • Cumulative Test

  47. Performance Task for Fourth-Grade Art

More Related