CUIN 652: Assessing for Understanding Course Syllabus (3 ...

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DEPARTMENT OF EDUCATIONAL PROFESSIONS

CUIN 652: Assessing for Understanding Course Syllabus (3 credits)

INSTRUCTOR: DR. DORIS SANTAMARIA-‐MAKANG OFFICE HOURS: Office: Frampton Hall – Rm. 207-‐1 M: 3:00-‐5:00pm; T, TH: 4:00-‐5:00pm Phone: 301-‐687-‐7018 W: 11:00am-‐12:00pm E-‐Mail: [email protected] Other times: by appointment REQUIRED TEXT

Fisher, Douglas & Frey, Nancy. (2007). Checking for Understanding. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

READINGS/COURSE MATERIALS

Additional readings will be required and will be assigned as needed. These readings supplement and extend class discussions. A critical appraisal of these readings is an essential requirement of this course.

COURSE DESCRIPTION

This course is designed to examine current trends and proven practices in educational assessment. Students will be expected to make connections to research on teaching and learning, evaluate instructional practices and apply strategies to create an instructional tool. A variety of readings, videos, and PowerPoint presentations will be used to emphasize the importance on-‐going assessment plays in students’ ability to create meaning, correct misconceptions and retrieve information. Students will examine the role verbal and written checks, as well as the use of questioning strategies, technology tools and feedback, play in student academic performance. This course will provide the student with both a theoretical and a practical framework for acquiring the knowledge and developing the skills necessary to successfully incorporate assessment and grading activities into a comprehensive and effective approach to teaching. Students will design and evaluate a variety of approaches recommended for both traditional and alternative approaches to assessment of student growth and achievement.

COURSE PURPOSES: This course will:

1. Explore the understanding that by presenting students with real-‐world challenges that require them to apply their skills and knowledge, teachers can determine how successfully students have met specific standards, and measure learning objectives in the most direct and relevant way possible

2. Study the design of effective/authentic assessments as an approach intended to examine what a student has learned, students’ collective abilities, and their ability to assess their own performance and achievement;.

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3. Examine alignment of assessments to curriculum and instruction through the process of designing, analyzing, evaluating, and/or modifying assessments for specific content and purposes;

4. Emphasize the use of multiple opportunities for assessing students, and the importance of differentiated assessments/ or different assessments appropriate to what is being assessed;

5. Learn to analyze student work and apply results of assessment to improve learning and instruction.

LEARNING OBJECTIVES By the end of the course, students will learn and be able to:

1. Synthesize and create new knowledge about formative assessments as a learning process

2. Critically read a variety of materials to build background knowledge on the learning process and use of assessments to monitor understanding, identify misconceptions, and deepen comprehension

3. Discuss the role formative assessments play in learning and student academic success, including second language learners and students of poverty.

4. Explain and apply research as it relates to levels of learning, observable responses, student engagement and comprehension

5. Reflect on prior teaching and learning experiences to make connections between formative assessments, instructional decisions, and learning)

6. Use a variety of resources, including technology and on-‐line resources to gather and synthesize ideas and information related to assessment for learning

7. Exhibit through writing an understanding of assessment as an on-‐going process that supports diversity in learning

8. Demonstrate an understanding of the importance formative assessments and feedback play in academic success and practice a range of strategies to apply learning skills

9. Identify intersections between educational needs of digital learner, use of technology tools to assess learning and impact on education

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COURSE OUTCOMES Candidates will enable participants to:

ASSESSMENTS Candidate performances will be measured by:

CF INTASC MTTS

NBPTS Knowledge 1. Synthesize and create new knowledge

about formative assessments as a learning process.

Exhibit through writing an understanding of assessment as an on-‐going process that supports diversity in learning.

Analysis of Assessment Case Studies: Students will analyze a set of scenarios on assessment. Each set contains short descriptions of classroom practice. Students’ task is to develop an essay in which you will present your arguments and provide a rationale as to why each given scenario it is or it is not a formative assessment.

DP#4 CA#4 EA#7

Standard #6 Standard #9

N/A CP 4C

2. Explain and apply research as it relates to levels of learning, observable responses, student engagement and comprehension.

Alignment Analysis: Read Overview of ELA/Math/Literacy Common Core Standards. Compare alignment of oral language (Verbal/Non-‐Verbal); reading comprehension, written/communication; and questioning strategies to measure understanding with Common Core State Standards instructional approach and assessments.

DP#2 IL#11 CA#3, 8


N/A CP 2A CP 3B

3. Discuss the role formative assessments play in learning and student academic success, including second language learners and students of poverty.

Test Analysis: Students will write an analysis paper that includes the purposes of the test, the construction of test questions, cultural fairness of the test, the needs of students with learning disabilities, second language learners, and other areas the student sees as relevant to the test they use.

IL#5 CA#4 EA#1, 7 CBB#5

Standard #1 Standard #2 Standard #6

N/A CP 1A CP 1B CP 1C CP 1D

4. Demonstrate an understanding of the importance formative assessments and feedback play in academic success and practice a range of strategies to apply learning skills

This task requires that you select a subject area, topic, and grade for which you will identify Student learning goals (SLOs) and construct an assessment plan in which you link the assessments with the SLOs. You will be expected to include different kinds of questions, and assessment strategies, and at least one performance or product assessment and an instrument to score it.

IL#7, 11 CA#1, 3


N/A CP 1C CP 2C CP 3D

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Skills 1. Ability to active participation in class

discussions, debates and preparation, reflections, attendance, and discussions will be assessed by the instructor at the conclusion of the course. The texts will be read as assigned and discussed throughout the semester, emphasizing the connections between theory and authentic practice.

Participation, reflections, attendance, and discussions will be assessed by the instructor at the conclusion of the course. The texts will be read as assigned and discussed throughout the semester, emphasizing the connections between theory and authentic practice.

Satisfactory participation includes actively engaging in discussion, contributing to small group activities, and commenting on peer work.

DP#4 IL#1, 2, 3, 7, 8 CA#4,5 CBB#1

Standard #3 Standard #5 Standard #6 Standard #8

N/A CP 2C CP 3D

2. Critically read a variety of materials to build background knowledge on the learning process and use of assessments to monitor understanding, identify misconceptions, and deepen comprehension.

Review of professional articles and reports in the field and development of written reaction and analysis papers Critical and analytical thought through development of written reflections, reaction papers, and analysis papers of professional articles.

DP#1, 4 CA#1


N/A CP 1C CP 3D CP 4A CP 4C

3. Ability to defend and support their opinions and beliefs; and to listen, respect, and maintain and professional discussion with others in a team. To be a respectful Team player.

Group Projects and class presentations DP#3,4 IL#3 CBB#5


N/A CP 4A CP 4C

4. Use a variety of resources, including technology and on-‐line resources to gather and synthesize ideas and information related to assessment for learning

5. Identify intersections between educational needs of digital learner, use of technology tools to assess learning and impact on education.

Assessment Plan: A section of the plan must indicate how technology will be related such as how it will be employed in teaching and/or the assessment and how the needs of diverse learners will be addressed.

IL#5, 9 CA#2, 4, 7 EA#7


Standard I Standard IIB Standard V Standard VI Standard VII

CP 5A

Dispositions

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COURSE REQUIREMENTS AND EXPECTATIONS

The student will demonstrate competency in complex thinking, collaboration, and quality of work standards through the application of content, knowledge, and skills in performance of the following, as measured by performance criteria. ASSIGNMENTS/PERFORMANCE TASKS In addition to regular class attendance and participation, students are expected to complete all required readings and assignments. Each task is designed especially for this course and students should incorporate the readings and discussions from this course in the completion of those assignments. The instructor reserves the right to add occasional readings when current issues or articles that relate to the course content present themselves. All tasks should contain references to class readings and contain specific terminology to indicate your knowledge and understanding of the dynamics of teaching, learning, and assessment. You MUST integrate into your paper appropriate terms from readings and class discussion in order to demonstrate knowledge and understanding of teaching, learning, and assessment. Use APA format to cite from your textbooks, articles, and readings.

These tasks are cumulative in nature and you are encouraged to begin taking notes, gathering information, reading, and writing on each as the semester progresses. Students are encouraged to plan working on Tasks 2, 3, and 4 early in the semester. These three assignments can be worked on throughout the semester. Use your time wisely.

1. Class Participation/Discussion Sessions (10%) Participation is an important expectation of this course. Class discussions promote reflection and analysis while allowing students to appreciate and evaluate positions that others express. Throughout this course they will be expected to offer comments, questions, and contributions to the class discussions and questions whenever possible. The faculty role in class discussions forum is that of an observer and facilitator. Satisfactory participation includes actively engaging in discussion, contributing to small group activities, and commenting on peer work. Since a core part of the course will be discussion of the assigned topic and hands-‐on activities that will be evaluated regularly, quick writes may occur at any time during the class and may reference readings. Please be prepared to write your reaction and analysis by doing the readings.

2. Task # 1: Analysis of Assessment Case Studies (20% -‐ due March 12th)

You will analyze a set of scenarios on assessment. Each set contains short descriptions of classroom practice. Your task is to develop an essay in which you will present your arguments and provide a rationale as to why each given scenario it is or it is not a formative assessment.

Include and introduction with your thoughts as to the type of assessment strategy portrayed/depicted in the vignette. These comments can then be synthesized into an essay that contains your personal analysis of the assessment. Your statements will reflect your understanding of assessment as it relates to effective teaching, student learning, grading, etc. The conclusion of your essay should relate to the appropriateness/effectiveness of the assessment.

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You are expected to utilize and cite relevant terms from readings and class discussions in order to demonstrate you knowledge and understanding of teaching, learning, and assessment.

3. Task # 2: Alignment Analysis (15% -‐ due April 2nd )

Read Overview of ELA/Math/Literacy Common Core Standards. Compare alignment of oral language (Verbal/Non-‐Verbal); reading comprehension, written/communication; and questioning strategies to measure understanding with Common Core State Standards instructional approach and assessments.

4. Task # 3: Analysis of a Test (25% -‐ due April 30th ) You will analyze a standardized test using predetermined criteria (rubric) which you will also develop. There is a list of test sites included in this syllabus, including the PARCC Website. You may consult those or others you find. You will design a rubric, which you will use to evaluate this test. You will write an analysis paper (4-‐5 pages plus attachments, which will include the rubric and test), that includes the purposes of the test, the construction of test questions, cultural fairness of the test, the needs of students with learning disabilities, second language learners, and other areas you see as relevant to the test you use. Each of those items should be addressed clearly and specifically in the paper. You will state the advantages and disadvantages of the test, and the implications for teaching and learning and reference to diverse learners. Refer to any readings to substantiate your conclusions. Include also a paragraph in which you reflect on how this task helped you to grow as a qualified teacher.

5. Task # 4: Educational Objectives and an Assessment Plan (30% -‐ due May 14th) This task requires that you select a subject area, topic, and grade for which you will identify Student learning goals (SLOs) and construct an assessment plan in which you link the assessments with the SLOs. You will be expected to include different kinds of questions, and assessment strategies, and at least one performance or product assessment and an instrument to score it. You will also indicate how technology will be related such as how it will be employed in teaching and/or the assessment and how the needs of diverse learners will be addressed. Include the following: a. The educational objectives b. A set of a least 3 observable performance criteria for judging the performance or product

and a rubric or checklist to score it c. The rationale for the different types of questions and assessments and d. A general overview of the learning activities. THIS IS NOT A UNIT PLAN or a teaching lesson

so your focus is on assessment, not the instructional delivery which can be summarized. The relationship of items 1-‐4 should be explained in 4-‐5 pages (maximum) and items such as the rubric and test questions should be appendices. You will present the assessment plan informally in class and submit a written copy.

Format for Written Assignments:

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All written assignments except those done in class should be typed and double-‐spaced, 12 size font. All papers should include a cover sheet indicating the following:

• Title of assignment • Course name/section • Instructor’s name • Date of submission • Student’s name

It is expected that each paper will be written using APA style, including appropriate and accurate grammar and syntax. Please consult the American Psychological Association website for details regarding citation formats. Content and mechanics will be considered in the evaluation of your assignments as indicated since successful oral and written communication is expected of all teachers. Consistent with standard research practices, ideas that are not the author’s must be cited using APA format. Be especially careful when using information obtained from the Internet and follow the correct citation for that information. All papers are to be submitted on the due date unless the instructor has given prior approval. If for some reason a paper must be submitted late, please make other arrangements with the instructor. It is the student’s responsibility to make the contact. Unless this is done, late papers may not be accepted.

Note: Papers MUST be documented with references to class readings and text.

STUDENT ASSESSMENT AND EVALUATION

Your final grade will be the product of your class participation, quality of oral participations in discussions and debates, quality of written assignments, and class presentations for a possible total score of 100 points.

Grading Procedures: Possible Points

Ø Class Participation …………………………………………………………………………….. 10

Ø Educational Objectives and Assessment Plan ……………………………………….. 30

Ø Test Analysis .......................................................................................... 25

Ø Case Study Analysis ………..................................................................... 20

Ø Alignment Analysis …………………………………………………………………………..... 15 ________ Total 100

GRADING SCALE Percentage Description Letter Grade

90% -‐ 100% Outstanding achievement; for only the highest accomplishment A

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80% -‐ 89% Praiseworthy performance; above average B 70% -‐ 79% Average; for satisfactory performance C Below 70% Unsatisfactory performance F COURSE POLICIES

1. Attendance is expected at all class sessions.

2. Participation in class discussions is required.

3. Assignments are due in class or online as indicated by instructor. Late work may be subject to a grade reduction.

4. Policies on Academic Dishonesty, Harassment, and Disruptive Student Behavior are fully applicable for this course.

5. Students with any type of recognized and confirmed disability that would require accommodations in assignments or assessment practices should provide written notification to the instructor by no later than 48 hours prior to an expected accommodation. Students are responsible for providing an accommodation letter prepared by the Office of Disability Support Services.

Cell Phones

Cell phones must be turned off and put away during class time and cannot be used at any point in the classroom.

Academic Dishonesty

As written in FSU Policy Statements, Academic dishonesty is defined to include any form of cheating and/or plagiarism. Cheating includes, but is not limited to, such acts as stealing or altering testing instruments; falsifying the identity of persons for any academic purpose; offering, giving or receiving unauthorized assistance on an examination, quiz or other written or oral material in a course; or falsifying information on any type of academic record. Plagiarism is the presentation of written or oral material in a manner which conceals the true source of documentary material; or the presentation of materials which uses hypotheses, conclusions, evidence, data, or the like, in a way that the student appears to have done work which he/she did not, in fact, do.” If the occasion arises, the instructor will follow these guidelines in taking appropriate action.

COURSE CALENDAR

This schedule is tentative and subject to change at the instructor’s discretion based on the progress and interests of the class. Readings are to be completed prior to each class. The instructor reserves the right to alter topics and assignments to meet emergent needs as the course progresses.

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WEEKLY CLASS TOPICS

SPRING 2013

Week Tentative Topics Outline Readings Activities

January 29

Introduction and Overview of Theoretical Framework: Assessment for Understanding

• Overview of course purpose and outcomes • Overview of syllabus and assignments

Personal approach to “Assessment” and how it affects what happens in the classroom.

• What is Assessment? • Why we assess? • What do/should we assess?

Classroom Introductions

Concept-‐Mapping involving these three elements (pre-‐)

February 5-‐12

Class meets on February

12th

Assessing to Drive Teaching and Learning

• What is Checking for Understanding?

• Relationship to other Teaching Initiatives: Understanding by Design; Differentiating Instruction; Closing the Achievement Gap;

• Assessments OF and FOR Learning.

• Read Fisher and Frey’s Checking for Understanding, Chapter 1.

• Read Stiggins’ Assessment Crisis. http://electronicportfolios.org/afl/Stiggins-‐AssessmentCrisis.pdf

Class Discussion on:

• Compare and Contrast formative and summative assessment practices

• Reflect on the effectiveness of formative assessment and summative assessment practices to measure student understanding.

February 19 – 26

Watching for Verbal and Non-‐Verbal Cues

• How to examine informal oral assessment practices.

• Determine relationship between language development and oral language assessments

• Read Fisher and Frey’s Checking for Understanding, Chapter 2


• Effective verbal/non-‐verbal assessment strategies to measure student understanding.

• Effective questioning assessment strategies to

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Class meets on February 26TH

Questioning to Determine Understanding

• Examine effective before, during and after questioning strategies to measure process of learning

• Evaluate questions and questioning strategies/techniques to measure level of understanding

• View Develop Higher-‐Level Understanding through Effective Questioning Video (2012). http://www.youtube.com/watch?v=IfEU5shbmbw

• Read Fisher and Frey’s Questioning to Check for Understanding. http://www.ascd.org/publications/books/111017/chapters/Questioning-‐to-‐Check-‐for-‐Understanding.aspx

measure student understanding.

March 5-‐12

Class meets on March 12th

Monitoring Understanding through Writing

• Examine writing sample to determine level of learning

• Apply assessment strategies to measure reading comprehension


Class Discussion on: • Effective written assessment

strategies to measure student understanding.

• Create RAFT assessment based on reading assignment

• Formative assessment instructional decisions related to differentiation, choice and project or performance-‐based activities

• Effective assessment strategies to measure student understanding of assigned projects and performances.

Capturing Whole Group and Individual Understanding

• Examine instructional decisions associated with differentiation and choice

• Evaluate and apply informal project and performance assessment strategies


Task #1: Assessment Case Studies Analysis, due on March 12th.

March 18-‐22 Spring Break

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March 26 -‐

April 2

Class meets on April 2nd

Involving Students to Achieve Results

• Examine relationship formative assessments, feedback and student recognition

• Explore student self-‐assessment and goal setting

• Read Fisher and Frey’s Checking for Understanding,

Chapter 6

• Read Hattie and Timperley’s Power of Feedback (excerpts). http://www.centeroninstruction.org/files/Synopsis%20Power%20of%20Feedback%202012.pdf

Class Discussion on: • Effective tests forms,

including rubrics, to measure student understanding.

• Importance of feedback • Importance of self-‐

assessment and goal setting

Formally Assessing To Measure Student Progress

• Develop generalizations regarding use of assessments to inform instruction

• Evaluate appropriateness of formative assessments

• Read Fisher and Frey’s Checking for Understanding,

Chapter 7 Task #2: Alignment Analysis, due on April 2nd.

April 9 -‐ 16

Class

meets on April 16th

Using Technology To Gather Information

• Examine research on 21st Century Learner

• Explore on-‐line and classroom technology teaching and learning tools

• Evaluate applications of technology assessment tools in PARCC

• Read U.S. Department of Education. Assessment: Measure What Matters Excerpts: Using Technology to Assess in Ways that Improve Learning, and How Technology Supports Better Assessment. http://www.ed.gov/technology/netp-‐2010/assessment-‐measure-‐what-‐matters


• Technology assessment tools.

• If/which of these technology assessment tools measure student understanding.

• Similarities and differences of the Comprehensive Assessment Consortia Applying Strategies to Check for

Understanding

• Aligning Assessment to the Common Core State Standards: Partnership for the Assessment of Readiness for College and Careers (PARCC); Smarter Balanced Assessment consortium (Smarter Balanced).

• Read Achieve’s Aligning Assessments with the Common Core State Standards. (pp. 8 – 10) http://www.achieve.org/files/FINAL-‐CCSSImplementationGuide.pdf

• Read How PARCC is Aligned to the CCSS and Grounded in the Shifts at the Heart of the CCSS. http://www.parcconline.org/samples/item-‐task-‐prototypes

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April 23 – 30

Class

meets on April 30th

Assessing to Measure Student’s Learning Growth

• The Growth Model; Value Added Model

• Growth Model and Student Learning Objectives (SLOs)

• Read: Issues in Measuring Student Growth and Conducting Productivity Analyses Exploratory Seminar: Measurement Challenges Within the Race to the Top Agenda, December 2009 http://www.k12center.org/rsc/pdf/BraunPresenterSession2.pdf

• Read: Comments on Growth in Achievement Exploratory Seminar: Measurement Challenges Within the Race to the Top Agenda, December 2009 http://www.k12center.org/rsc/pdf/KaneReactorSession1.pdf

Task#3: Test Analysis, due on April 30th


• Student Learning Objectives (SLOs) in the context of the Growth Model.

May 14 Class Presentation: Assessment Plan Task#4: Written copy of Assessment Plan due on May 14th

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RESOURCES AND READINGS

Ainsworth, L., & Viegut, D. (2006). Common Formative Assessments: How to Connect Standards-‐Based Instruction and Assessment. Thousand Oaks, CA: Corwin Press.

Achieve. (2010). Aligning Assessments with the Common Core State Standards. In On the Road to Implementation: Achieving the Promise of the Common Core State Standards. Pages 8-‐10. Accessed at http://www.achieve.org/files/FINAL-‐CCSSImplementationGuide.pdf

Bellanca, James A., Fogarty, Robin J. and Pete, Brian M. (2012). How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards. Bloomington, IN: Solution Tree Publisher.

Bellanca, J. and Brandt, R. (2010). 21st Century Skills: Rethinking How Students Learn. Solution Tree Press.

Black, P. and Harrison, C. (2010). Working Inside the Black Box: Assessment for Learning in the Classroom. Video. Accessed at http://languagetesting.info/features/afl/formative.html

Boston, Carol. (2002). The Concept of Formative Assessment. Practical Assessment, Research & Evaluation 8(9), online journal. Accessed at http://pareonline.net/getvn.asp?v=8&n=9

Braun, Henry. (2010). Issues in Measuring Student Growth and Conducting Productivity Analyses. Exploratory Seminar: Measurement Challenges Within the Race to the Top Agenda. Center for K-‐12 Assessment & Performance Management. Educational Testing Service. Accessed at http://www.k12center.org/rsc/pdf/BraunPresenterSession2.pdf

Chappuis, Stephen and Chappuis, Jan. (December 2007/January 2008). The Best Value in Formative Assessment. Informative Assessment. Educational Leadership, | Volume 65 | Number 4 Pages 14-‐19. Accessed at http://www.ascd.org/publications/educational-‐leadership/dec07/vol65/num04/The-‐Best-‐Value-‐in-‐Formative-‐Assessment.aspx

Chappuis, S. and Stiggins, R. J. (2002). Classroom Assessment for Learning. Educational Leadership, Pages 40-‐43, September 2002. Association for Supervision and Curriculum Development (ASCD). Accessed at http://cusd.capousd.org/edusupport/Articles/Classroom%20Assessment.pdf

CTB/McGraw-‐Hill. (2012). Challenge. Innovation. Opportunity: The Role of Assessment in the Effective Transition to the Common Core State Standards. White Paper-‐CTB/McGraw-Hill LLC.

Educational Testing Service-‐ETS. (2002). Digital Transformation: A Framework for ICT Literacy. A Report of the International ICT Literacy Panel. Accessed at http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literacy/ictreport.pdf

Fisher, Douglas, & Frey, Nancy. (2007). Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD) press.

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Fisher, Douglas, & Frey, Nancy. (2010). Questioning to Check for Understanding. Chapter 2. In Guided Instruction: How to Develop Confident and Successful Learners. Association for Supervision and Curriculum Development. (ASCD). Accessed at http://www.ascd.org/publications/books/111017/chapters/Questioning-‐to-‐Check-‐for-‐Understanding.aspx .

http://www.ascd.org/publications/books/111017.aspx

Fogarty, Robin & Kerns, Gene. (2009). inFormative Assessment: When It's Not About a Grade. Thousand Oaks, CA: Corwin.

Good, R. (2011). Formative Use of Assessment Information: It’s a Process, So Let’s Say What We Mean. Practical Assessment, Research & Evaluation 16 (3). Accessed at http://pareonline.net/pdf/v16n3.pdf

Hattie, J. ( 2009). Visible Learning: A Synthesis of Over 800 Meta-‐Analyses Relating to Achievement. London and New Work: Rutledge.

Hattie, John and Timperley, Helen. (2007). The Power of Feedback. Review of Educational Research. Vol. 77, No. 1, pp. 81-‐112. American Educational Research Association (AERA). Accessed at http://rer.sagepub.com/content/77/1/81.full.pdf.

Heritage, M (2008). Learning Progressions: Supporting Instruction and Formative Assessment. Retrieved from http://www.ccsso.org/Resources/Publications/Learning_Progressions_Supporting_Instruction_and_Formative_Assessment.html

Heritage, Margaret. (2010). Assessment for Teaching and Learning. Exploratory Seminar: Measurement Challenges Within the Race to the Top Agenda. Center for K-‐12 Assessment & Performance Management. Educational Testing Service. Accessed at http://www.k12center.org/rsc/pdf/HeritagePresenterSession4.pdf

Hill, Jane and Flynn, Kathleen. (2006). The Stages of Second Language Acquisition. Chapter 2 in Classroom Instruction That Works with English Language Learners. Mid-‐Continent Research for Education and Learning/ASCD. Accessed at http://www.ascd.org/publications/books/106009/chapters/The-‐Stages-‐of-‐Second-‐Language-‐Acquisition.aspx

Iowa Core. Assessment for Learning, Literature Review. Accessed at http://www.gwaea.org/iowacorecurriculum/docs/AssessmentForLearning_LitReviewFinal.pdf

Kane, Mike. (2010). Comments on Growth in Achievement. Exploratory Seminar: Measurement Challenges Within the Race to the Top Agenda. Center for K-‐12 Assessment & Performance Management. Educational Testing Service. Accessed at http://www.k12center.org/rsc/pdf/KaneReactorSession1.pdf

McManus, S. (2008). Attributes of effective formative assessment, Council of Chief State School Officers: Washington, DC. Retrieved from http://www.ccsso.org/Resources/Programs/Formative_Assessment_for_Students_and_Teachers_(FAST).html

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McMillan, James H. (2011). Classroom Assessment: Principles and Practice for Effective Standards-‐Based Instruction. Fifth Edition. Boston, MA: Pearson Education, Inc.

Marzano, R. (2009). Formative Assessment & Standards-‐Based Grading. Marzano Research Laboratory.

Marzano, R. (2009). Designing and Teaching Learning Goals and Objectives. The Classroom Strategies Series. Marzano Research Laboratory.

Mogey, Nora & Watt, Helen. (1996). The Use of Computers in the Assessment of Student Learning. In Implementing Learning Technology. Accessed at http://www.icbl.hw.ac.uk/ltdi/implementing-‐it/using.pdf

Navarro, V (2006). Four Textbooks on Assessment: A Qualitative Comparison. Teaching Educational Psychology, Vol. 1:3. Accessed at http://umdrive.memphis.edu/lfrncsch/ICL7030/edpsychtexts.pdf

Lazer, Stephen. (2010). High-‐Level Model for an Assessment of Common Standards. The National Conference on Next Generation Assessment Systems. Educational Testing Service (ETS). Accessed at http://www.k12center.org/rsc/pdf/LazerSystemModel.pdf

Partnership for 21st Century Skills. (2011). P21, CCSS and Curricula and Assessment Systems. In P21 Common Core Toolkit: A Guide to Aligning the Common Core State Standards with the Framework for 21st Century Skills. Pages 10-‐14. Washington, DC. Accessed at http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf

Ratzel, M. (2011). Best Practice: Formative Assessment Done Right. Education Week Teacher. Accessed at http://www.edweek.org/tm/articles/2011/03/02/tln_formative.html, or http://education5.net/b/best-‐practice-‐formative-‐assessment-‐done-‐right-‐e1321

Rivero, Victor. (2010). Tools For Learning: Assessment Tools. Multimedia & Internet Schools. http://www.internetatschools.com/Articles/Editorial/Features/TOOLS-‐FOR-‐LEARNING-‐Assessment-‐Tools-‐60442.aspx

Schmoker, Mike. (2011). Focus: Elevating the Essentials to Radically Improve Student Learning. Association for Supervision and Curriculum Development (ASCD).

Stiggins, Rick J. and Chappuis, Jan. (2012). An Introduction to Student-‐Involved Assessment FOR Learning. Sixth Edition. Boston, MA: Pearson Education, Inc.

Stiggins, Richard J. ((2005). Assessment For Learning Defined. ETS Assessment Training Institute’s International Conference: Promoting Sound Assessment in Every Classroom. Accessed at http://ati.pearson.com/authors-‐consultants/rick-‐stiggins.html

Stiggins, Richard J. (2005). From Formative Assessment to Assessment For Learning: A Path to Success in Standards-‐Based Schools. Phi Delta Kappan, 87 (4), 324-‐328. Accessed at http://ati.pearson.com/authors-‐consultants/rick-‐stiggins.html

Stiggins, Richard J. (2006). Assessment For Learning: A key to motivation and achievement. Edge, 2(2), 3-‐19. Accessed at http://ati.pearson.com/authors-‐consultants/rick-‐stiggins.html

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21st Century Learner: Pay Attention Video. Accessed at http://theconnectedclassroom.wikispaces.com/Videos Or, http://www.youtube.com/user/jsdt4

U.S. Department of Education. Assessment: Measure What Matters. Accessed at http://www.ed.gov/technology/netp-‐2010/assessment-‐measure-‐what-‐matters

Wiggins, Alexis S. (2012). Don’t Underestimate the Power of Formative Assessment. In Feedback for Learning, ASCD Express, Vol. 8, No. 1. Accessed at http://www.ascd.org/ascd-‐express/vol8/801-‐wiggins.aspx

Wiggins, Grant. (September 2012). Seven Keys to Effective Feedback. Feedback for Learning, Educational Leadership | Volume 70 | Number 1, Pages 10-‐16. American Association for Supervision and Curriculum Development (ASCD). Accessed at http://www.ascd.org/publications/educational-‐leadership/sept12/vol70/num01/Seven-‐Keys-‐to-‐Effective-‐Feedback.aspx

Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.

Wylie, E.C. (2008 ). Formative Assessment: Examples of Practice. The Council of Chief State School Officers. Washington, D.C. Accessed at http://www.sde.idaho.gov/site/formativeInterim/docs/Formative_Assessment_Examples_2008.pdf

Yen, Wendy M. (2010). Measuring Student Growth With Large-‐Scale Assessments in an Education Accountability System. Exploratory Seminar: Measurement Challenges Within the Race to the Top Agenda. Center for K-‐12 Assessment & Performance Management. Educational Testing Service. Accessed at http://www.k12center.org/rsc/pdf/YenReactorSession1.pdf

PROFESSIONAL ORGANIZATIONS WEBSITES:

Common Core State Standards Initiative-‐CCSS. (2012). Preparing America’s Students for College and Career. http://www.corestandards.org/

Maryland State Department of Education – Link to SLOs site:

http://marylandpublicschools.org/MSDE/programs/tpe/

Partnership for Assessment of Readiness for College and Careers – PARCC. http://www.parcconline.org/parcc-‐assessment

Examples of Formative Assessment (WV)

http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html Alternate ACCESS for ELLs -‐ WIDA: World Class Instructional Design and Assessment Consortium

Website–: http://www.wida.us

The Council of Chief State School Officers (CCSSO) http://www.ccsso.org

American Educational Research Association (AERA) http://www.aera.net

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The National Council on Measurement in Education (NCME) http://www.ncme.org

The National Center for Fair and Open Testing (Fairest) http://www.fairtest.org

Achieve, Inc. http://www.achieve.org

The Mid-‐continent Regional Educational Laboratory (McREL) http://www.mcrel.org

The ERIC Clearinghouse on Assessment and Evaluation (ERIC/AE)http://www.ericae.net

WestEd http://www.wested.org

The Northwest Regional Educational Laboratory (NWREL) http://www.nwrel.com

The Buros Institute of Mental Measurements http://www.unl.edu/buros

Performance Assessment Links in Science (PALS) http://www.pals.sri.com

The U.S. Department of Education http://ed.gov

Council for Exceptional Children www.cec.sped.org

Council for Learning Disabilities www.cldinternational.org

Association for Supervision and Curriculum Development www.ascd.org

CHADD (Children and Adults with Attention Deficit Disorders) www.CHADD.org

The IDEA Practices website www.ideapractices.org

The National Information Center for Children and Youth with Disabilities www.nichey.org

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