Dr. Alberta Sautter, Dr. Mary Ann DeLine, Dr. Sharon Gunn, Emily Easter and Steven Nation Southeast Missouri State University.

Using the TWS to Link Assessment to Great Teaching

Dr. Alberta Sautter, Dr. Mary Ann DeLine, Dr. Sharon Gunn, Emily Easter and Steven

NationSoutheast Missouri State University

My students

are just

like me.It w

ill be

easy to

teach

these

guys.

The Fantasy

Somethin

g is

wrong

.

I don’t

have all

the

answers!

The Reality

Special Needs

Poverty

Diversity

The Teacher Work Sample (TWS) is an assessment tool and document that links candidate teaching to student performance.

The TWS “can broaden and deepen the thinking of student teachers.” (Henning & Robinson, 2004)

Description: What is the TWS?

Contextual FactorsLearning GoalsAssessmentInstructional DesignManagement PlanInstructional Decision MakingAnalysis of LearningReflection and Self Evaluation

The ProcessBefore TeachingThe Unit

During the Unit

After Teaching the Unit

Contextual FactorsLearning GoalsAssessment PlanDesign for InstructionClassroom ManagementFamily Involvement

The ProcessResearch and Planning

During the Unit

After Teaching the Unit

Instructional Decision Making

The ProcessBefore the Unit

During the Unit

After the Unit

Analysis of Learning

Reflection and Self Evaluation

The ProcessResearch and Planning

Teaching the Lessons

Analysis andReflections

Contextual FactorsLearning GoalsAssessment PlanDesign for InstructionClassroom ManagementFamily Involvement

Analysis of Learning

Reflection and Self Evaluation

InstructionalDecision Making

Before Teaching the Unit

During Teaching the Unit

After Teaching the Unit

Contextual Factors –Know your Learners & Environment

Learning Goals based on CF, Standards, GLEs, reflected throughout

Assessment Plan based on CF and LGsPre assessment (tied to LGs)

Variety of Formative AssessmentsPost Assessments

Design for Instruction based on Pretest & CF

Instructional Decision Making (ongoing reflection)

Analysis of Student Learning (Comparison of

Pre and Post Assessments)

Reflection (occurs throughout with formal reflection after the unit)

Classroom Management based on CF and Field Observations

Teacher Candidates’ Plan for Assessment

Demonstrates capabilities for critical thinking, reasoning, and analyzing.

The Assessment Plan includes:Designing a Pretest and Posttest

Understanding of Bloom’s levels, Contextual Factors

Planning for formative and summative methods

Aligning assessment methods with learning goals

Planning adaptations for special needs

Holistic approach to measure whether learning occurs

Analysis of Learning includes:

Quantitative analysis of pre and post assessment for each learning objective.

Analysis of progress by groups within the class.

Descriptive analysis of two individual students within the class.

Example of Pre and Post Assessment Data

Graphing of the Data

Reflection & Self EvaluationIdentification of successful strategies and

reasons for their success.

Uses evidence to support conclusions.

Discusses the alignment of objectives, assessment and instruction.

Discusses evidence based ideas for future improvement.

Documenting Candidate Reflections

Demonstrate the ability to make informed, intelligent value decisions.

--Assessing the consequences of one’s actions, being responsible for them, and understanding the value perspective of others.

Instruction and student learning

Barriers to successful learning

Implications for future teaching

Alignment of goals,

instruction and assessment

Collaboration with colleagues,

parents, community

partners

Areas of professional

growth

THE TEACHER CANDIDATE REFLECTS ON . . .

DiscussionHow has the assessment from the TWS made me better prepared for the classroom?

Teacher Candidates:Emily Easter –Science Education Teacher CandidateSteven Nation – Special Education Teacher Candidate

Thank YOU for coming!Please share your

experiences with us.

--Dr. Alberta Sautter, Dr. Mary Ann Deline, Dr. Sharon Gunn, Emily Easter and Steven

NationSoutheast Missouri State University