Assessment practices teacher performance

Assessment Practices and Teacher PerformanceJill BerkowiczJuly 7, 2010

Today’s Objectives

Administrators will be able to help teachers to:

Deepen skills to observe student learning

Develop processes that develop student learning

Expand vocabulary and thinking about evaluation of student learning and staff performance

How do we measure that?

Deepen

Develop

Expand vocabulary and thinking

By the end of the 2 hours..

You will be able to re-write the three objectives and

You will be able to list alternative ways to measure them

I promise!

Context!

Richard Elmore said…

In 2000 Richard Elmore said that …… “Standards-based reform localizes accountability for student learning with the school and the people who work in it…”

Albert Shanker Institute

So we must…

Develop

Inform

Support

Advise

Encourage

Model

Change in APPR

What does the inclusion of measuring student progress mean to classroom teachers?

What does the inclusion of measuring student progress mean to administrators?

What has to change in your thinking?

What has to change in your processes?

What do you know?

What do you need to know?

What do we know about how students learn?

Non-Negotiable

Reading, writing, and comprehension must be growing

Web-sense

Team skills

Activity

Expressing knowledge in a variety of ways

Non-Negotiable

Encouragement and feedback

Counsel and coaching

Differentiation must be planned and individualized

Things have to make sense

Assessment needs to be frequent and varied

Progress must be measured

Non-Negotiable

Students engaged in solving real problems

Using their own knowledge

Obtaining new knowledge

Sharing it with other students and their teacher

Getting immediate feedback that guides their next decision or action

Creating something new with that knowledge

What do we see when we look at classrooms?

What Can Learning Look Like?

What should we see when we look at

classrooms?

What we want for our students

How Can Progress Be Measured?

Formative Assessment

Because it…

Provides Criteria for Success

Includes Attainable Learning Goals

Provides Effective Learning and Assessment Opportunities

Offers Evidence Based Feedback

Includes Self-, Peer-, and Teacher Involvement and Assessment

Martin-Kniep, 2010

How do you measure?

Tests and quizzes

Research papers

Exhibition Portfolio submissions

Oral presentations

Authentic assessments

Martin-Kniep, 2010

What can we measure?

Recall (information)

Product (use of information)

Performance (demonstration of information)

Process (using information)

Martin-Kniep, 2010

Aligning Goals and Performance

Adapted from McMillan, 2007.

Characteristic Formative Summative

Purpose Provide ongoing feedback to improve learning

Document student learning at the end of an instructional segment

Student Involvement Encouraged Discouraged

Student Motivation Intrinsic, mastery-oriented

Extrinsic, performance-oriented

Teacher Role To provide immediate, specific feedback and instructional correctives

To measure student learning and give grades

Assessment Techniques

Informal Formal

Effect on Learning Strong, positive, and long-lasting

Weak and fleeting

Tracking Progress

Teachers should use Formative Assessments to support learning and improve achievement

Administrators need to monitor teachers’ work with Formative Assessment including it in the Evaluation Process

Administrators may want to look into Value-Added Analysis in order to track student achievement school-wide.

Let’s Re-Write Today’s Objectives

Administrators will be able to help teachers to:

Deepen skills to observe student learning by..

Develop processes that develop student learning by..

Expand vocabulary and thinking about evaluation of student learning and staff performance as evidenced by…

Let’s do it…

What do we have to do to prepare this

generation?