David M. Callejo Pérez & Sebastían R. Díaz West Virginia University Organizing Student Progress Data
Mar 26, 2015
David M. Callejo Pérez & Sebastían R. DíazWest Virginia University
Organizing Student Progress Data
Teachers assess for learning when they: Clear understanding of learning goals/outcomes Relate these understandings to their students Construct learning activities that yield rich assessment data Incorporate assessment information into descriptive feedback to increase
students’ understanding of the learning experience Adjust teaching, goals, objectives, approaches based on findings from
ongoing research Teach students to assess themselves to initiate some metacognitive
processes Develop students’ ability to articulate their current level of knowing
Linguistically Diverse Learners Impact of language and culture on learning.
Developmentally Diverse Learners NCLB and Special Education.
Policy Considerations Legislation, law, and contexts of educational language
Technical Considerations Validity and Reliability of Assessment
Involving Parents Who are they; if children are diverse—Are their parents
not diverse too?
What Constitutes Evidence of Thinking? Thinking Made Visible Gathering Thinking Evidence
Daily Anecdotal Notes Parents as Co-Observers Student Records of Thinking Evidence
Written Reflections Multiple Successful Performances
Organizing and Storing Data Effectively Considerations for Diverse Populations
Triangulating Evidence of Skill and Competency
Cross-Checking Data Data-based Decision Making Dealing with Unmet Standards
Examine Time Management Are Learning Opportunities Appropriate? Seek Alternative Data Sources
Reporting Acquisition
What Does it Mean? Educational Threads.