USM Content Methods Workgroup

USM Content Methods Workgroup

2012-2013

Cynthia Curry, , University of Southern Maine

InTASC Standard 6: Assessment

Performance Indicator / NETS-T/NETS-S / Implementation Examples for All Content Areas / Resources & Materials for All Content Areas / Literacy-Specific / Mathematics-Specific / Science-Specific / Social Studies-Specific
(a) The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning. / 2. Design and Develop Digital Age Learning Experiences and Assessments / Demonstration of the distinction and appropriate use of formative and summative assessment within unit of instruction
Demonstration of the balance and distinction within a portfolio of assessments designed for unit
Practice with designing summative assessments (e.g., tests and quizzes) / Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. Educ Asse Eval Acc, 21:5-31.
AFocusonFormativeEvaluation (Current Practice Alert from TeachingLD.org)
TheConceptofFormativeAssessment (Carol, 2002)
Formativeandsummativeassessmentsintheclassroom (Garrison & Ehringhaus, 2007)
Dirksen, J. D. (2011, April). Hitting the reset button: Using formative assessment to guide instruction. Kappan, 92(7), 26-31.
Black, P., & Wiliam, D. (2010, September). Inside the black box: Raising standards through classroom assessment. Kappan, 92(1), 81-90.
Maine 121 webinar: Whatdotheyreallyknowandwhatcantheyreallydo? / IRIS Center Module: Evaluating Reading Progress / Formative Assessment Probes: Math Trailblazers (DE Dept of Ed, 2010-2011)
Research Clips (Assessment) (NCTM, 2007)
Funny face contest: A formative assessment (Colen, 2010)
Assessment in Mathematics Teaching (The Math Forum)
Summative assessment tasks from the Mathematics Assessment Project / Clymer, J.B., and Wiliam, D. (2006/2007). Improving the way we grade science. Educational Leadership, 64(4), 36-42.
(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results. / 2. Design and Develop Digital Age Learning Experiences and Assessments / Examine varied types of assessments
Evidence of clearly communicated objectives within unit
Evidence of appropriate, reliable, and valid alignment between objectives and assessments within unit
Evidence of application of students’ individual needs in design of assessments (e.g., IEP accommodations; 504 compliance; input from ESL services; tiered supports) / UDL online module: IdentifyingBarriersinAssessments
Ch 5 of Teaching Every Student: UsingUDLtoSetClearGoals (Rose & Meyer, 2002)
van Ewijk, R. (2011). Same work, lower grade? Student ethnicity and teachers’ subjective assessments. Economics of Education Review, 30, 1045-1058.
Mastergeorge, A.M., and Martinez, J.F. (2010). Rating performance assessments of students with disabilities: A study of reliability and bias. Journal of Psychoeducational Assessment, 28(6), 536-550. / Assessing Mathematical Understanding (Education Northwest)
A Model of Learning Objectives (Iowa State University, 2001)
Assessing students’ mathematics learning (Kantrov, 2000) / Ch 8 of Your Science Classroom: Becoming an Elementary/Middle School Science Teacher (Goldston & Downey) AssessmentandEvaluation: AGuideforScienceInstruction
(c) The teacher works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning. / 5. Engage in Professional Growth and Leadership / Practice the use of a protocol with peers, using student work from field experience
Examine and interpret standardized test results
Analysis of universal screening data to demonstrate appropriate thinking processes for guiding individual learners
Practice with curriculum-based measurement probes and progress monitoring / Using data to guide instruction and improve student learning (Lewis et al., SEDL)
Looking at Student Work (LASW) or other collaborative protocols (e.g., LookingCollaborativelyatStudentWork from the Coalition of Essential Schools)
Easton, L. (2002). How the tuning protocol works. Educational Leadership, 59(6), 28-30.
UsingCBMforStudentProgressMonitoring (webinar from the National Center on Student Progress Monitoring)
ClassroomAssessment: AnIntroductiontoMonitoringAcademicAchievementintheClassroom (IRIS Center module)
EffectiveSchoolPractices: PromotingCollaborationandMonitoringStudents’ AcademicAchievement (IRIS Center module)
Stiggins, R., and DuFour, R. (2009). Maximizing the power of formative assessments. Phi Delta Kappan, 90(9), 640-644.
What Works Clearinghouse Practice Guide: Usingstudentachievementdatatosupportinstructionaldecisionmaking / IRIS Center Module: RTI Reading Instruction
Validated forms of progress monitoring in reading and mathematics (Fuchs, RTI Action Network) / The RTI Data Analysis Teaming Process (RTI Action Network (Kovaleski et al.))
Resources from Maine DOE’s Experts Down the Hall Conference (Oct. 29, 2012)
(d) The teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work. / 1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital Age Learning Experiences and Assessments
4. Critical Thinking, Problem Solving, and Decision Making / Creation of and practice with rubric development
Practice with descriptive peer feedback with classmates (to distinguish giving feedback from getting feedback)
Sharing and defense of exemplars of student work and the associated feedback provided to the students
Use of technology to provide descriptive feedback (blog comments; microblog; annotated/marked up documents; use of voice insertions; synchronous online meetings via Skype or chat) / FeedbackthatFits(Brookhart, 2007/08)
Seven keys to effective feedback (Wiggins, 2008)
Cooper, B.S., and Gargan, A. (2009). Rubrics in education: Old term, new meanings. Kappan, 91(1), 54-55.
Quinn, T. (2011/2012). A crash course on giving grades. Kappan, 93(4), 57-59.
Teacher praise: an efficient tool to motivate students (Intervention Central)
Using classroom data to give systematic feedback to students to improve learning (Dwyer, 2013)
Usingteacherfeedbacktoenhancestudentlearning(Konold, Miller, and Konold, 2004 (CEC))
GivingandGettingFeedback (Maine 121 webinar) / The Math Forum at Drexel University Scoring Guides
(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process. / 1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital Age Learning Experiences and Assessments / Evidence of assessment for learning within unit
Evidence of options for students to demonstrate understanding within unit / Chapter 7 of Teaching Every Student: TheValueofUDLinAssessment
UDL: CreatingaLearningEnvironmentthatChallengesandEngagesAllStudents(IRIS Center module)
Differentiation of instruction in the elementary grades (Tomlinson, 2003-2004) / Formative assessment lessons from the Mathematics Assessment Project
Why and how to differentiate math instruction (NCTM)
Differentiating math through expeditions (Loken, 2008)
Differentiated Learning (NCTM)
(f) The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others. / 1. Facilitate and Inspire Student Learning and Creativity / Evidence of intentional and purposeful uses of student reflections within unit
Evidence of use of teaching students how to make thinking transparently
Use of tools to support students in revealing their thinking (e.g., concept mapping; blogging; digital storytelling; voice recordings)
Using rubrics for self-assessment, including interpretation, internalization, and revision / Bingham, G., Holbrook, T., and Meyers, L.E. (2010). Using self-assessments in elementary classrooms. Kappan, 91(5), 59-61.
Stiggins, R. (2009). Assessment for learning in upper elementary grades. Phi Delta Kappan, 90(6), 419-421.
Usingconceptmappingasanassessmenttool(NCREL)
Introductiontoconceptmapping(Novak) / Using self-assessment and peer assessment (Ma and Millman, 2005) / Siegel, M.A., Hynds, P., Siciliano, M., & Nagle, B. (2006). Usingrubricstofostermeaningfullearning. In M. McMahon et al. (Eds.), Assessment in Science: Practical Experiences and Education Research. Arlington, VA: National Science Teachers Association.
(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences. / 2. Design and Develop Digital Age Learning Experiences and Assessments / Evidence of knowing students from data collection and learner and class profiling (surveys; interviews; learning style/ preference/ interest inventories; pre-assessments; observations; conversations)
Evidence of diversifying sources of evidence of learning, such as appropriate use of triangulation of assessment (i.e., result based on data collected from at least 3 varied products/ performances)
Practice with examination of NWEA data
Use of e-portfolios for data organization / Moon, T.R. (2005). The role of assessment in differentiation. Theory into Practice, 44(3), 226-233.
Schurr, S. (2012). Authentic Assessment: Active, Engaging Product and Performance Measures. Association for Middle Level Education.
Barrett, H. (2010). Balancingthetwofacesofeportfolios.
Barrett, H. Social Netoworks and Interactive Portfolios. (2010). YouTube / IRIS Center Module: RTI Reading Instruction / Assisting students struggling with mathematics: Response to Intervention (RtI) for Elementary and Middle Schools (Gersten et al., 2009)
IRIS Center Module: RTI Mathematics / Use of ConcepTests
(h) The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs. / 2. Design and Develop Digital Age Learning Experiences and Assessments / Teaching of instructional strategies for effective test-taking strategies (e.g., different strategies for approaching different types of test items - as opposed to “teaching to the test”)
Appropriately match testing conditions to simultaneously (1) assure reliability and validity of test results and (2) meet the needs and preferences of students (e.g., time allowance; use of technology, such as text to speech, speech recognition, voice recording; use of spelling/grammar check; location; use of a reader or scribe)
Compliance with students’ IEP, 504, or ESL accommodations and test-taking conditions
AssessmentofEnglishlearners (Colorín Colorado) / IRIS Center podcast: Selecting appropriate testing accommodations for students with disabilities
Assessment and accommodations (Luke & Schwartz, 2007)
Maxwell, L.A., Shah, N. (2011, November). NAEP test-taking pool grows more inclusive. Education Week, 31(12), p1, 14-15.
Willner, L.S., Rivera, C., and Acosta, B.D. (2009). Ensuring accommodations used in content assessments are responsive to English-language learners. The Reading Teacher, 62(8), 696-698.
Huang, J., Clarke, K., Milczarski, E. Raby, C. (2011). The assessment of English language learners with learning disabilities: issues, concerns, and implications. Education, 131(4), 732-739.
Salend, S.J. (2011). Addressing test anxiety. Teaching Exceptional Children, 44(2), 58-68.
Lenski, S.D., Ehlers-Zavala, F., Daniel, M.C., Sun-Irminger, X. (2006). Assessing English-language learners in mainstream classrooms. Reading Teacher, 60(1), 24-34.
Salend, S. (2009). Using technology to create and administer accessible tests. Council for Exceptional Children, 41(3), 40-51. / Helping students with disabilities succeed in state and district writing assessments (Warger, 2002) / Breakstone, J., Smith, M., & Wineburg, S. (2013). Beyond the bubble in history/social studies assessments. Phi Delta Kappan, 94(5), 53-57.
(i) The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs. / 2. Design and Develop Digital Age Learning Experiences and Assessments / Research of the use of technology for simulating or improving an evidence-based method of assessment (e.g., testing options or accommodations; giving descriptive feedback; collecting observations; recording conversations, etc.)
Examination of the TPACK model (Technological-Pedagogical-Content Knowledge) / Ferriter, W.M. (2009). Student responders: Feedback at their fingertips. Educational Leadership, 67(3), 83-84.
Assessingstudentlearning(EdTechTeacher, 2012)
Educationaltechnology - Fromtheoryintopractice (Ruben Puentedura’s blog) / Aronin, S., and O’Neal, M. (2011). Twenty Ways to Assess Students Using Technology. Science Scope, 34(9), 25-31. / Kingsley, K.V., & Brinkerhoff, J. (2011). Web 2.0 tools for authentic instruction, learning, and assessment. Social Studies and the Young Learner, 23(3), 9-13.

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