Presentation Transcript

1. Teacher Effectiveness Performance Evaluation System

   Student Growth Objectives 102
2. POP QUIZ! How much do you know about your trainer? What is your trainer’s name? Kate Wolfe Leonard Nimoy Daffy Duck None of the above
3. POP QUIZ! How much do you know about your trainer? In her previous job as a teacher, what grade levels did your trainer teach? Kindergarten 8th grade 3rd and 4th grade Social Studies and English
4. POP QUIZ! How much do you know about your trainer? Before becoming a consultant, what were your trainer’s previous educational occupations? Teacher, technology coach, employee development supervisor Reading specialist, assistant principal, principal School counselor, Director of Counseling, Special Services Coordinator All of the above
5. Correct Answers A C A How did you do?
6. Four Organizing Questions Why do we assess? What do we assess? How do we assess? When and how do we implement assessments?
7. Question 1 WHY do we assess?
8. Human Graph “Far more testing goes into our students’ hair gel and acne cream than into most of the curriculums or instructional methods teachers use.” (Robert E. Slavin, Educational Leadership, Feb 2003) Disagree Agree
9. Activity: Round and Round Divide into groups of 3-4. One blank sheet of chart paper per group. Designate who starts. That person writes ONE reason that we assess students on the sheet of paper. When the trainer calls “time” (after about 15 seconds) you pass it to the next person, who adds something. You can “pass” if you can’t think of something within the 15 seconds.
10. The Many Purposes of Assessments Find out what students already know and can do. Help students improve their learning. Let students, and their families, know how much they have learned within a prescribed period of time. Cooper, 2007
11. Why Assessment and Instruction are Inseparable Instruction Assessment Curriculum
12. Vocabulary Time! Diagnostic Assessment Formative Assessment Summative Assessment
13. Formative Assessment:Assessment FOR Learning “Assessment for learning encompasses both diagnostic (initial) and formative assessment; it is assessment that occurs during the instructional process and is primarily intended to help students improve their learning.” Cooper, 2007
14. Formative Assessment Any activity you do that helps you assess where your students currently are with their learning and understanding is “for” learning.
15. Formative Assessment Examples Human Graph Round and Round Question and Answer
16. Summative Assessment:Assessment OF Learning Any activity you do that provides feedback on what the students have learned in a chapter, unit, quarter, and/or semester is “of” learning.
17. Assessment OF Learning Examples Quizzes Tests Performance Tasks Projects Etc.
18. Student Growth Objective Process Diagnostic Formative Assessment Summative Assessment Step 2: Create specific SGOs using pre-assessment Step 4: Monitor progress through ongoing formative assessment Step 1: Determine needs Step 5: Determine whether students achieved the SGO Step 3: Create and implement teaching and learning strategies Ongoing Formative Assessment
19. Question 2 WHAT do we assess?
20. Conducting a Curriculum Review How many standards do we currently have? How long do we have in the SGO period?
21. Vocabulary Time! Validity Reliability
22. Validity and Reliability
23. Valid Is it measuring what we want it to measure? Is it “on target?”
24. Valid & Reliable Is it consistently measuring what we want it to measure?
25. Reliable…but not valid
26. Vocabulary Time:Three Types of Validity Construct validity Content validity Criterion validity
27. Construct Validity How accurately an assessment aligns with the theoretical framework of the intended learning outcomes, standards, or objectives of the instructional course Ask yourself: Can we infer a student’s knowledge and/or skills in this subject area from the assessment? Gareis & Grant (2008)
28. Content Validity How adequately an assessment samples the intended learning outcomes, standards, and objectives of an instructional unit Ask yourself: Does the assessment adequately sample the intended learning outcomes? Are there items on the assessment with no corresponding intended learning outcomes? Gareis & Grant (2008)
29. Criterion Validity How accurately an assessment equates with another assessment that is intended to measure the same learning outcomes, standards, or measures Ask yourself: Does the assessment measure intended outcomes of learning that are also measured on some other assessment? Gareis & Grant (2008)
30. Unpacking a Standard Determine the content. Determine the cognitive level. (Bloom’s Taxonomy, Revised)
31. Bloom’s Taxonomy (Revised) Remember Recalling previously learned information Understand Demonstrate and understanding of the facts; explaining ideas or concepts Apply Using information in another familiar situation Analyze Breaking information into parts to explore understandings and relationships Evaluate Justifying a decision or course of action Create Generating new ideas, products, or ways of viewing things
32. Bloom’s Taxonomy (Revised) Remember arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, recall, relate, recognize, repeat, select, state Understand classify, convert, defend, describe, discuss, distinguish, estimate, explain, give examples, identify, locate, paraphrase, predict, summarize Apply change, choose, compute, demonstrate, employ, illustrate, interpret, manipulate, modify, practice, prepare, show, sketch, solve, use Analyze appraise, breakdown, calculate, categorize, compare, contrast, diagram, differentiate, distinguish, examine, infer, model, question, test Evaluate appraise, argue, assess, attach, choose, conclude, defend, discriminate, estimate, judge, justify, interpret, rate, support, value Create assemble, combine, compose, construct, design, develop, devise, formulate, generate, plan, set up, synthesize, tell, write
33. Example: Unpacking a Standard For each learning objective, underline the content, circle the word(s) that provide(s) information regarding cognitive level, and finally, classify the word(s) into one of Bloom’s six cognitive levels. CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.
34. Example: Unpacking a Standard For each learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. Understand
35. Example: Unpacking a Standard For each learning objective, underline the content, circle the word(s) that provide(s) information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. US History 6.1.8.D.1.a: Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups.
36. Example: Unpacking a Standard For each learning objective, underline the content, circle the word(s) that provide(s) information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. US History 6.1.8.D.1.a: Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups. Analyze
37. Why is cognitive level so important? Teacher A needs to assess the standard from the previous slide. During class, she has students copy a chart and fill in the gender roles, religion, values, cultural practices, and political systems of the appropriate Native American groups while they read the accompanying chapter in their textbook. On the unit test, she randomly chooses two Native American groups and they must fill out the same chart with the information. What’s wrong with the instructional and the assessment activity?
38. Activity: Unpack Your Standards Use an example from your own curriculum. Choose 3-5 standards and unpack them. What levels do you find? What conclusions can you draw about the instruction and assessments that will be needed?
39. How much will you assess? Remember that you cannot assess everything in any curriculum. Either choose a variety of content (for instance, a few strands from each standard), course-long skills, or some of each.
40. Questions to Ask to Narrow Down the Standards: What content/skills must the student master to be successful in either real-life or future levels in this subject? How much is developmentally appropriate for the age/grade level? How much time do I have to assess?
41. Table of Specifications
42. Activity: Create a Table of Specifications Review your curriculum. Determine which content and/or skills should/will be assessed. Create a Table of Specifications either using paper/pencil or the electronic version provided.
43. Question 3 HOW do we assess?
44. Activity: ABC Summative Assessment Sort into groups of 3-4. Use your ABC chart. How many different types of assessments can you name in 2 minutes? Example: T is for True/False; P is for Performance Assessment. You do NOT have to go in ABC order.
45. Main Types of Summative Assessment
46. Main Types of Assessment: Select Response Objective—right or wrong answers Usually “paper and pencil” Examples Multiple choice True/false Matching
47. Main Types of Assessment: Supply Response Written or oral React to and use information Generally graded with a rubric Examples Fill-in-the-Blank Short Answer Essay
48. Main Types of Assessment: Performance Task Apply knowledge Usually “real life” situations Generally graded with a rubric Examples: Role-play (debates, skits) Model/Simulation Performance/Product
49. Types of Assessments: Benefits and Challenges
50. Activity: Finishing the Table of Specifications
51. Creating and Choosing Quality Assessments
52. Vocabulary Time!Types of Error That Interfere with Reliability Random Error Systematic Error
53. Random Error Error that influences assessment results but is NOT controllable Illness Carelessness Luck Unhappiness Momentary distractedness Fire alarm Wobbly desk Etc. Gareis & Grant (2008)
54. Systematic Error Unintentionally built into an assessment but CAN be controlled Culturally biased language and expressions Developmentally inappropriate reading level Mechanical or grammatical mistakes in assessment items Insufficient or unclear directions Poor layout, causing uncertainty or mistakes in reading the assessment Insufficient number of assessment items Subjective scoring Cheating Gareis & Grant (2008)
55. Decreasing Systematic Error: Rules for Overall Test Construction Make sure one item does not give away the answer to another item (cluing). Provide clear directions to each portion of the test. Place individual test items on one full page. Make sure the test is neat and error-free. Provide clear and adequate response spaces. Provide point values for older students. Organize the test by item type format. Gareis & Grant (2008)
56. Writing Better Test Items
57. Select Response: True/False Amount of Time Each Items Takes to Answer: 15 seconds Cognitive level it best evaluates: Remembering, Understanding
58. Select Response Rules: True/False Place only one idea in the true/false statement. Make sure the statement is absolutely true or absolutely false. Avoid qualifiers such as “always” and “never.” Avoid opinion statements. Avoid using negatives in the statement. Gareis & Grant (2008)
59. Evaluate this Item TRUE/FALSE: The Declaration of Independence was adopted by the Continental Congress in 1776, and it proclaimed to the King of France that the American colonies considered themselves free.
60. Better Item TRUE/FALSE: 1. The Declaration of Independence was adopted by the Continental Congress in 1776. 2. The Declaration of Independence proclaimed to the King of France that the American colonies considered themselves free. Gareis & Grant (2008)
61. Select Response: Matching Amount of Time Each Items Takes to Answer: 60-90 seconds (depending on number of matching items) Cognitive level it best evaluates: Remembering, Understanding Gareis & Grant (2008)
62. Select Response Rules: Matching Use homogenous content in a matching set. Place items to be matched on the right with the longer responses on the left. Keep the matching set short. Use an uneven number of items to match or allow responses to be used more than once. Order items in a logical manner (ABC, chronological, etc.). Gareis & Grant (2008)
63. Evaluate this Item: Matching George Washington Bald eagle Independence Day Rosa Parks ___ First President of the United States ___ Refused to give up her seat on a bus ___ The day Congress adopted the Declaration of Independence ___ A symbol of our country
64. Better Item George Washington Thomas Jefferson Patrick Henry Paul Revere ___ First President of the United States ___ Wrote the Declaration of Independence ___ Said, “Give me liberty of give me death.” ___ Commander-in-Chief of the Continental Army ___ Alerted Colonial militia of coming British forces
65. Select Response: Multiple Choice Amount of Time Each Items Takes to Answer: 30-60seconds (depending on level of cognitive demand) Cognitive level it best evaluates: Remembering, Understanding, Applying, Analyzing Gareis & Grant (2008)
66. Select Response Rules: Multiple Choice Item Stem Lee surrendered to Grant at the— Appomattox Court House Yorktown Victory Center Fredericksburg Pike Cumberland Gap Correct Answer Answer choices Distractors Gareis & Grant (2008)
67. Select Response Rules:Multiple Choice Stem Make the problem clear the student in the item stem. State the item in the positive whenever possible. Make sure the item stem does not give away the correct answer. Emphasize qualifiers such as most likely and best in the item stem. Make sure the answer choices are plausible. Develop answer choices that are parallel in grammar and length. Gareis & Grant (2008)
68. Select Response Rules:Multiple Choice Answers Avoid using “All of the above” and “None of the above.” Place the answer choices in a logical order (ABC, numeric) Avoid clues in the answer choices that give away the correct response. Make sure that the correct response is the ONLY correct response. Gareis & Grant (2008)
69. Evaluate this Item An object that does not conduct electricity well is called an— A insulator B circuit C magnet D none of the above
70. Better Item An object that does not conduct electricity well is called— A an insulator B a circuit C a magnet D an electromagnet
71. Evaluate this Item Which of these is the best way to ensure that chicken is safe to eat? A Wash it before cooking B Cook to a temperature of 165 degrees as measured by a meat thermometer C Look at the color D Serve it cold
72. Better Item Which of these is the best way to ensure that chicken is safe to eat? A Wash it before cooking B Cook to 165 degrees C Look at the color D Serve it cold
73. Evaluate this Item Good citizens— A kick their friends B cheat on tests C help clean the classroom D make fun of others
74. Better Item Which of the following is something that good citizens do? AKick their friends BCheat on tests CHelp clean the classroom DMake fun of others
75. Supply Response: Fill-in-the-Blank Amount of Time Each Items Takes to Answer: 30 seconds Cognitive level it best evaluates: Remember, Understand, Apply, Analyze Gareis & Grant (2008)
76. Supply Response Rules: Fill-in-the-Blank Position the blank at the end of the statement. Limit the number of blanks in a statement. Keep blanks the same length. Gareis & Grant (2008)
77. Evaluate this Item __________________ allow plants to satisfy _____ needs and __________ to the _________________.
78. Better Item Qualities that allow plants to satisfy life needs and respond to the environment are called ___________________.
79. Supply Response: Short Answer Amount of Time Each Items Takes to Answer: 30-45 seconds Cognitive level it best evaluates: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating Gareis & Grant (2008)
80. Supply Response Rules: Short Answer Make the question and the nature of the response clear to the student. Develop a scoring rubric to accompany each item. Provide adequate space for a response. Gareis & Grant (2008)
81. Evaluate this Item Discuss plant cells and animal cells.
82. Better Item Explain one way that plant and animal cells are the same and one way they are different.
83. Better Item EVEN BETTER: Explain one way that plant and animal cells are the same. Explain one way that plant and animal cells are different.
84. Supply Response: Essay Amount of Time Each Items Takes to Answer: At least 60 seconds for each individual point; significant additional time may be needed Cognitive level it best evaluates: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating Gareis & Grant (2008)
85. Supply Response Rules: Essay Make the question and nature of the response clear to the student. Avoid options within the question. Develop a scoring rubric to accompany each essay item. Gareis & Grant (2008)
86. Evaluate this Item: Essay Compare and contrast Queen Elizabeth I and Queen Mary I.
87. Better Item In a five paragraph essay, compare and contrast the reigns of Queen Elizabeth I and Queen Mary I in terms of: religious tolerance, public popularity, and foreign relations policy. Include specific historical events in your response to support your ideas.
88. Activity: Evaluating Our Assessment Use an assessment that you already have (either for an entire course or a unit). Use the assessment checklist to analyze your assessment.
89. Question 4 When and how do we implement assessments?
90. Where Do We Go From Here? Implementation Considerations Gallery Walk Activity
91. 3-2-1 Feedback Form Please fill out the feedback form and leave with your trainer.