April Ellis C I 583 March 30, 2011 A real voyage of discovery consists not of seeking new landscapes but of seeing through new eyes. — Marcel Proust
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
April EllisC I 583
March 30 2011
A real voyage of discovery consists not of seeking new landscapes but of seeing through new eyes
mdash Marcel Proust
Problem Statement
Education changes with time and there are even more rigorous standards being set but one thing that seems to stay the same is assessment practices used by the teachers
The purpose of this research is to refine our current understanding on assessment in education The main focal point is to help educators move from promoting accountability in separating the successful from the unsuccessful learners to motivating students and increasing their achievement levels
Formative Summative
Specifically educators collect organize and analyze formative data during an instructional time period during lessons through homework and other instructional activities
Formative data assessments are used to adjust instructional practices in an effort to address and maximize individual studentsrsquo learning to gauge studentsrsquo progress and assign grades
Formative data assessments provide educators with timely critical evidence that indicate studentsrsquo skill level their concept mastery and their progress toward curriculum goals
Formative data assessments are conducted in a variety of different ways educators use the data to adapt their teaching methods
Data-driven teachers see positive results from their students when they routinely collect formative assessment data and then focus interventions accordingly
Educators are able to utilize formative assessment data to develop meaningful instruction for students
Summative data assessments produce valuable information that is used to make curriculum decisions direct future instruction and improve instructional practices
School personnel are expected to use information from yearly summative data assessments to improve student learning and improve instructional practices
Local education agencies (LEA) curriculum experts and school districts analyze relevant summative assessment data when developing curriculum goals student learning outcomes and school improvement plans
Summative assessment data are collected at the end of a chapter unit or course after instruction has taken place
Summative assessment data is obtained through a variety of means including tests projects and student portfolios
SATs ACTs and High School Assessments are some examples of summative assessments
Formative v Summative Assessment ldquoAn audio and visual breakdownrdquo
Summative
GovernmentPlannersPrincipals
Formative
TeachersStudentsParents
Looks back
Past achievement Looks forward
Future achievements
Assessment
Standardized test Validity and Reliability
Are (old) standards still valid andor reliable
Record keeping Report cards
Do they show students potential or failure
Teachers ability to assess Effective teaching
Are teachers sufficiently equipped to effectively assess
The new standards suggest that teachers must use the evidence gathered through assessments for two purposes
inform instructional decisions
AND
to encourage student to try to learn
Dr Rick Stiggins is one of the pioneers for the ldquoAssessment for Learningrdquo and he offers some valid information for educators to adapt to this new age education (click book to see the informational clip)
Step 1 Parents students and teachers must evaluate
themselves
Step 2 Instructional Support Users Principals Curriculum
Leaders and Teacher Teams must evaluate themselves
Step 3 Policy-Level Users Superintendent Various Policy
Makers (School Boards Legislators Departments of Education and Business and Community Leaders) must evaluate themselves
Conclusively there is no single assessment that is capable of meeting the information needs of all of the various users However a productive multi-level assessment system is needed to be sure that all instructional decisions are informed and made well In which levels one two and three breaks down the needs more specifically All parts of the system must make their unique contribution for schools to be effective
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
Problem Statement
Education changes with time and there are even more rigorous standards being set but one thing that seems to stay the same is assessment practices used by the teachers
The purpose of this research is to refine our current understanding on assessment in education The main focal point is to help educators move from promoting accountability in separating the successful from the unsuccessful learners to motivating students and increasing their achievement levels
Formative Summative
Specifically educators collect organize and analyze formative data during an instructional time period during lessons through homework and other instructional activities
Formative data assessments are used to adjust instructional practices in an effort to address and maximize individual studentsrsquo learning to gauge studentsrsquo progress and assign grades
Formative data assessments provide educators with timely critical evidence that indicate studentsrsquo skill level their concept mastery and their progress toward curriculum goals
Formative data assessments are conducted in a variety of different ways educators use the data to adapt their teaching methods
Data-driven teachers see positive results from their students when they routinely collect formative assessment data and then focus interventions accordingly
Educators are able to utilize formative assessment data to develop meaningful instruction for students
Summative data assessments produce valuable information that is used to make curriculum decisions direct future instruction and improve instructional practices
School personnel are expected to use information from yearly summative data assessments to improve student learning and improve instructional practices
Local education agencies (LEA) curriculum experts and school districts analyze relevant summative assessment data when developing curriculum goals student learning outcomes and school improvement plans
Summative assessment data are collected at the end of a chapter unit or course after instruction has taken place
Summative assessment data is obtained through a variety of means including tests projects and student portfolios
SATs ACTs and High School Assessments are some examples of summative assessments
Formative v Summative Assessment ldquoAn audio and visual breakdownrdquo
Summative
GovernmentPlannersPrincipals
Formative
TeachersStudentsParents
Looks back
Past achievement Looks forward
Future achievements
Assessment
Standardized test Validity and Reliability
Are (old) standards still valid andor reliable
Record keeping Report cards
Do they show students potential or failure
Teachers ability to assess Effective teaching
Are teachers sufficiently equipped to effectively assess
The new standards suggest that teachers must use the evidence gathered through assessments for two purposes
inform instructional decisions
AND
to encourage student to try to learn
Dr Rick Stiggins is one of the pioneers for the ldquoAssessment for Learningrdquo and he offers some valid information for educators to adapt to this new age education (click book to see the informational clip)
Step 1 Parents students and teachers must evaluate
themselves
Step 2 Instructional Support Users Principals Curriculum
Leaders and Teacher Teams must evaluate themselves
Step 3 Policy-Level Users Superintendent Various Policy
Makers (School Boards Legislators Departments of Education and Business and Community Leaders) must evaluate themselves
Conclusively there is no single assessment that is capable of meeting the information needs of all of the various users However a productive multi-level assessment system is needed to be sure that all instructional decisions are informed and made well In which levels one two and three breaks down the needs more specifically All parts of the system must make their unique contribution for schools to be effective
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
The purpose of this research is to refine our current understanding on assessment in education The main focal point is to help educators move from promoting accountability in separating the successful from the unsuccessful learners to motivating students and increasing their achievement levels
Formative Summative
Specifically educators collect organize and analyze formative data during an instructional time period during lessons through homework and other instructional activities
Formative data assessments are used to adjust instructional practices in an effort to address and maximize individual studentsrsquo learning to gauge studentsrsquo progress and assign grades
Formative data assessments provide educators with timely critical evidence that indicate studentsrsquo skill level their concept mastery and their progress toward curriculum goals
Formative data assessments are conducted in a variety of different ways educators use the data to adapt their teaching methods
Data-driven teachers see positive results from their students when they routinely collect formative assessment data and then focus interventions accordingly
Educators are able to utilize formative assessment data to develop meaningful instruction for students
Summative data assessments produce valuable information that is used to make curriculum decisions direct future instruction and improve instructional practices
School personnel are expected to use information from yearly summative data assessments to improve student learning and improve instructional practices
Local education agencies (LEA) curriculum experts and school districts analyze relevant summative assessment data when developing curriculum goals student learning outcomes and school improvement plans
Summative assessment data are collected at the end of a chapter unit or course after instruction has taken place
Summative assessment data is obtained through a variety of means including tests projects and student portfolios
SATs ACTs and High School Assessments are some examples of summative assessments
Formative v Summative Assessment ldquoAn audio and visual breakdownrdquo
Summative
GovernmentPlannersPrincipals
Formative
TeachersStudentsParents
Looks back
Past achievement Looks forward
Future achievements
Assessment
Standardized test Validity and Reliability
Are (old) standards still valid andor reliable
Record keeping Report cards
Do they show students potential or failure
Teachers ability to assess Effective teaching
Are teachers sufficiently equipped to effectively assess
The new standards suggest that teachers must use the evidence gathered through assessments for two purposes
inform instructional decisions
AND
to encourage student to try to learn
Dr Rick Stiggins is one of the pioneers for the ldquoAssessment for Learningrdquo and he offers some valid information for educators to adapt to this new age education (click book to see the informational clip)
Step 1 Parents students and teachers must evaluate
themselves
Step 2 Instructional Support Users Principals Curriculum
Leaders and Teacher Teams must evaluate themselves
Step 3 Policy-Level Users Superintendent Various Policy
Makers (School Boards Legislators Departments of Education and Business and Community Leaders) must evaluate themselves
Conclusively there is no single assessment that is capable of meeting the information needs of all of the various users However a productive multi-level assessment system is needed to be sure that all instructional decisions are informed and made well In which levels one two and three breaks down the needs more specifically All parts of the system must make their unique contribution for schools to be effective
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
Formative Summative
Specifically educators collect organize and analyze formative data during an instructional time period during lessons through homework and other instructional activities
Formative data assessments are used to adjust instructional practices in an effort to address and maximize individual studentsrsquo learning to gauge studentsrsquo progress and assign grades
Formative data assessments provide educators with timely critical evidence that indicate studentsrsquo skill level their concept mastery and their progress toward curriculum goals
Formative data assessments are conducted in a variety of different ways educators use the data to adapt their teaching methods
Data-driven teachers see positive results from their students when they routinely collect formative assessment data and then focus interventions accordingly
Educators are able to utilize formative assessment data to develop meaningful instruction for students
Summative data assessments produce valuable information that is used to make curriculum decisions direct future instruction and improve instructional practices
School personnel are expected to use information from yearly summative data assessments to improve student learning and improve instructional practices
Local education agencies (LEA) curriculum experts and school districts analyze relevant summative assessment data when developing curriculum goals student learning outcomes and school improvement plans
Summative assessment data are collected at the end of a chapter unit or course after instruction has taken place
Summative assessment data is obtained through a variety of means including tests projects and student portfolios
SATs ACTs and High School Assessments are some examples of summative assessments
Formative v Summative Assessment ldquoAn audio and visual breakdownrdquo
Summative
GovernmentPlannersPrincipals
Formative
TeachersStudentsParents
Looks back
Past achievement Looks forward
Future achievements
Assessment
Standardized test Validity and Reliability
Are (old) standards still valid andor reliable
Record keeping Report cards
Do they show students potential or failure
Teachers ability to assess Effective teaching
Are teachers sufficiently equipped to effectively assess
The new standards suggest that teachers must use the evidence gathered through assessments for two purposes
inform instructional decisions
AND
to encourage student to try to learn
Dr Rick Stiggins is one of the pioneers for the ldquoAssessment for Learningrdquo and he offers some valid information for educators to adapt to this new age education (click book to see the informational clip)
Step 1 Parents students and teachers must evaluate
themselves
Step 2 Instructional Support Users Principals Curriculum
Leaders and Teacher Teams must evaluate themselves
Step 3 Policy-Level Users Superintendent Various Policy
Makers (School Boards Legislators Departments of Education and Business and Community Leaders) must evaluate themselves
Conclusively there is no single assessment that is capable of meeting the information needs of all of the various users However a productive multi-level assessment system is needed to be sure that all instructional decisions are informed and made well In which levels one two and three breaks down the needs more specifically All parts of the system must make their unique contribution for schools to be effective
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
Formative v Summative Assessment ldquoAn audio and visual breakdownrdquo
Summative
GovernmentPlannersPrincipals
Formative
TeachersStudentsParents
Looks back
Past achievement Looks forward
Future achievements
Assessment
Standardized test Validity and Reliability
Are (old) standards still valid andor reliable
Record keeping Report cards
Do they show students potential or failure
Teachers ability to assess Effective teaching
Are teachers sufficiently equipped to effectively assess
The new standards suggest that teachers must use the evidence gathered through assessments for two purposes
inform instructional decisions
AND
to encourage student to try to learn
Dr Rick Stiggins is one of the pioneers for the ldquoAssessment for Learningrdquo and he offers some valid information for educators to adapt to this new age education (click book to see the informational clip)
Step 1 Parents students and teachers must evaluate
themselves
Step 2 Instructional Support Users Principals Curriculum
Leaders and Teacher Teams must evaluate themselves
Step 3 Policy-Level Users Superintendent Various Policy
Makers (School Boards Legislators Departments of Education and Business and Community Leaders) must evaluate themselves
Conclusively there is no single assessment that is capable of meeting the information needs of all of the various users However a productive multi-level assessment system is needed to be sure that all instructional decisions are informed and made well In which levels one two and three breaks down the needs more specifically All parts of the system must make their unique contribution for schools to be effective
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
Summative
GovernmentPlannersPrincipals
Formative
TeachersStudentsParents
Looks back
Past achievement Looks forward
Future achievements
Assessment
Standardized test Validity and Reliability
Are (old) standards still valid andor reliable
Record keeping Report cards
Do they show students potential or failure
Teachers ability to assess Effective teaching
Are teachers sufficiently equipped to effectively assess
The new standards suggest that teachers must use the evidence gathered through assessments for two purposes
inform instructional decisions
AND
to encourage student to try to learn
Dr Rick Stiggins is one of the pioneers for the ldquoAssessment for Learningrdquo and he offers some valid information for educators to adapt to this new age education (click book to see the informational clip)
Step 1 Parents students and teachers must evaluate
themselves
Step 2 Instructional Support Users Principals Curriculum
Leaders and Teacher Teams must evaluate themselves
Step 3 Policy-Level Users Superintendent Various Policy
Makers (School Boards Legislators Departments of Education and Business and Community Leaders) must evaluate themselves
Conclusively there is no single assessment that is capable of meeting the information needs of all of the various users However a productive multi-level assessment system is needed to be sure that all instructional decisions are informed and made well In which levels one two and three breaks down the needs more specifically All parts of the system must make their unique contribution for schools to be effective
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
Standardized test Validity and Reliability
Are (old) standards still valid andor reliable
Record keeping Report cards
Do they show students potential or failure
Teachers ability to assess Effective teaching
Are teachers sufficiently equipped to effectively assess
The new standards suggest that teachers must use the evidence gathered through assessments for two purposes
inform instructional decisions
AND
to encourage student to try to learn
Dr Rick Stiggins is one of the pioneers for the ldquoAssessment for Learningrdquo and he offers some valid information for educators to adapt to this new age education (click book to see the informational clip)
Step 1 Parents students and teachers must evaluate
themselves
Step 2 Instructional Support Users Principals Curriculum
Leaders and Teacher Teams must evaluate themselves
Step 3 Policy-Level Users Superintendent Various Policy
Makers (School Boards Legislators Departments of Education and Business and Community Leaders) must evaluate themselves
Conclusively there is no single assessment that is capable of meeting the information needs of all of the various users However a productive multi-level assessment system is needed to be sure that all instructional decisions are informed and made well In which levels one two and three breaks down the needs more specifically All parts of the system must make their unique contribution for schools to be effective
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
The new standards suggest that teachers must use the evidence gathered through assessments for two purposes
inform instructional decisions
AND
to encourage student to try to learn
Dr Rick Stiggins is one of the pioneers for the ldquoAssessment for Learningrdquo and he offers some valid information for educators to adapt to this new age education (click book to see the informational clip)
Step 1 Parents students and teachers must evaluate
themselves
Step 2 Instructional Support Users Principals Curriculum
Leaders and Teacher Teams must evaluate themselves
Step 3 Policy-Level Users Superintendent Various Policy
Makers (School Boards Legislators Departments of Education and Business and Community Leaders) must evaluate themselves
Conclusively there is no single assessment that is capable of meeting the information needs of all of the various users However a productive multi-level assessment system is needed to be sure that all instructional decisions are informed and made well In which levels one two and three breaks down the needs more specifically All parts of the system must make their unique contribution for schools to be effective
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
Dr Rick Stiggins is one of the pioneers for the ldquoAssessment for Learningrdquo and he offers some valid information for educators to adapt to this new age education (click book to see the informational clip)
Step 1 Parents students and teachers must evaluate
themselves
Step 2 Instructional Support Users Principals Curriculum
Leaders and Teacher Teams must evaluate themselves
Step 3 Policy-Level Users Superintendent Various Policy
Makers (School Boards Legislators Departments of Education and Business and Community Leaders) must evaluate themselves
Conclusively there is no single assessment that is capable of meeting the information needs of all of the various users However a productive multi-level assessment system is needed to be sure that all instructional decisions are informed and made well In which levels one two and three breaks down the needs more specifically All parts of the system must make their unique contribution for schools to be effective
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
Step 1 Parents students and teachers must evaluate
themselves
Step 2 Instructional Support Users Principals Curriculum
Leaders and Teacher Teams must evaluate themselves
Step 3 Policy-Level Users Superintendent Various Policy
Makers (School Boards Legislators Departments of Education and Business and Community Leaders) must evaluate themselves
Conclusively there is no single assessment that is capable of meeting the information needs of all of the various users However a productive multi-level assessment system is needed to be sure that all instructional decisions are informed and made well In which levels one two and three breaks down the needs more specifically All parts of the system must make their unique contribution for schools to be effective
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
Conclusively there is no single assessment that is capable of meeting the information needs of all of the various users However a productive multi-level assessment system is needed to be sure that all instructional decisions are informed and made well In which levels one two and three breaks down the needs more specifically All parts of the system must make their unique contribution for schools to be effective
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
Stiggins R (2006) Assessment for Learning A Key to Motivation and Achievement
Edge 2 1-18
Snowman Jack McCown Rick Biehler Rober (2009) Psychology Applied to Teaching(12ed) Houghton Mifflin CompanyBoston
wwwmontgomeryschoolsmdorg
wwwyoutubecom
Related Documents
