Assessment –Practices and Strategies

Our Mission

Where is what I need?

• Find your Standards.

• Find your prompt descriptors.

• Find you scoring guides for the prompts.

The Test – Are You Ready

• What can you expect?

• What is the test like?

• What to do to get ready?

What can you expect?

• Relief – when it’s over…• Anxiety – before you begin…

– Complete the web tutorial. It will save you time and headache

– Sign-in/picture taken/lockers– Pens/IDs/Materials– Timekeeper or not?

• Pressure – during the test…– Dress Comfortably– No eating, drinking, or smoking– Raise your hand to go to the restroom –

TIME DOES NOT STOP

Test Anxiety

Assessment Center Exercises

• Respond to 6 computer-delivered prompts, each allowing up to 30 minutes for the candidates typed response.

• Demonstrate breadth and depth of content knowledge associated with the certificate field.

Assessor’s Process• Did this candidate answer every

part of the question, or are some elements missing?

• Is the candidate’s answer accurate and on target?

• Did the candidate provide convincing evidence to support the answer?

• Does the rationale for each strategy make sense? Is it explained clearly?

Level 4 Key words

clear

consistent

convincing

insightful

in-depth

thorough

accurate

tightly connected

targeted

focused

informed

substantive

closely linked

significant

Level 3 Key Words

accurate

clear

thorough

significant

connected

appropriate

in-depth

targeted

informed

effective

complete

detailed

Level 2 Key Words

limited

simplistic

confusing

minimal

some inaccuracy

loosely connected

over-broad

unclear

vague

Level 1 Key Words

little

no

inaccurate

missing

ambiguous

minimal

misinformed

inappropriate

disconnected

weak

confused

simplistic

PromptResponse• What is one

significant feature of the student’s oral discourse?

• What is one significant feature of the student’s written discourse?

• What do these features tell you about the student’s second-language development?

• A significant feature of the student’s oral language is . . .

• A significant feature of the student’s writing is . . .

• These features tell me that the student is struggling with verb tenses and homophones, but is otherwise approaching mastery. . .

PromptResponse• Describe two specific

modifications/adaptations you would make to this activity for the given student. Explain what the student will be doing and how the modifications/ adaptations will promote the given student’s learning of the science and mathematics concepts in the topic area.

• One modification I would make to this activity would be . . .

• This adaptation would require the student to. . .

• This strategy will promote the student’s comprehension of the science concept by. . .

• A second modification needed for this student is. . .

Packing Your Suitcase

• What do you need for this trip?• Where will you get it?• When will you pack it?

Your flight is tomorrow…no time to go to the store!• Use the web site and get familiar.

• Reread your content standard.

• Make a mnemonic for your standards

• Make a wordle of everything that could be covered on each prompt

• Write practice prompts and use a timer to type answers

• Score and then share answers with others to get more information

A Practice Run

• Take out a clean sheet of paper or your laptop.

• You will have 10 minutes to respond to the question.

• Are you ready?

Prompt

• List all of your Standards. Pick two and explain the meaning of them.

• Discuss how you exhibited both of these in your classroom this past week.

• Include how each has had a positive impact on student learning in your classroom.

Scoring the Practice Prompt

– Everyone begins reading with a “3” in mind.

– After intense training, the assessor looks for evidence and then at the quality of the evidence

– The score is based on the PREPONDERANCE of evidence.

– The assessor MUST justify the score by responding to the evidence supplied by the candidate.

– The assessor ONLY responds to evidence.

Break Down the Prompt

• List all of your Standards. Pick two and explain the meaning of them.

• Discuss how you exhibited both of these in your classroom this past week.

• Include how each has had a positive impact on student learning in your classroom.

Answer like Cake Boss!

THE BOOKGet out a highlighter!

Making Your Plan

• YOU HAVE TO DO THIS…so…just get going!

Mission Accomplished?

CELEBRATE – You Finished!

Collaboration

• This is time set aside to work in your certificate area group to break down each entry for analysis.