Work Sample Work Sample EvaluationEvaluationData on Learning GainsData on Learning Gains

Interpretation of Learning Gains DataInterpretation of Learning Gains Data

Uses of Learning Gains DataUses of Learning Gains Data

Data on Learning GainsData on Learning Gains

How do your assessments measure the How do your assessments measure the goals and objectives for the unit?goals and objectives for the unit?

What alternate forms of assessment What alternate forms of assessment have you used based on the context?have you used based on the context?

What assessments have you done during What assessments have you done during lesson activities?lesson activities?

What criteria are you using for your What criteria are you using for your assessments (scoring guides, rubrics?)assessments (scoring guides, rubrics?)

GuidelinesGuidelines

Pre- and post- assessments are includedPre- and post- assessments are included Assessments measure progress toward Assessments measure progress toward

unit & lesson goals & objectivesunit & lesson goals & objectives Data is displayed & analyzed for each Data is displayed & analyzed for each

student’s progress/performancestudent’s progress/performance Data is summarized for the whole groupData is summarized for the whole group Data is summarized for subgroupsData is summarized for subgroups Student confidentiality is maintainedStudent confidentiality is maintained

Documents to IncludeDocuments to Include

Pre- and Post- assessments/testsPre- and Post- assessments/tests Other assessment tools/activitiesOther assessment tools/activities Rubrics, scoring guides, checklistsRubrics, scoring guides, checklists Examples of student work that illustrate Examples of student work that illustrate

your analysisyour analysis Outcomes presented in a visual format Outcomes presented in a visual format

(especially for whole or sub-groups)(especially for whole or sub-groups)

Interpretation of Interpretation of Learning Gains DataLearning Gains Data

How do you explain student performance (item How do you explain student performance (item by item) on your pre- and post-assessments?by item) on your pre- and post-assessments?

Why do you think students performed the way Why do you think students performed the way they did (context, outside influences?)they did (context, outside influences?)

How have you determined whether goals & How have you determined whether goals & objectives were met?objectives were met?

Would you modify your assessment plans/tools Would you modify your assessment plans/tools based on this interpretation?based on this interpretation?

GuidelinesGuidelines

Student learning gains are explained Student learning gains are explained relative to goals, objectives & activitiesrelative to goals, objectives & activities

Student learning gains are explained in Student learning gains are explained in relation to the contextrelation to the context

Modifications to assessment tools/plans Modifications to assessment tools/plans are suggested based on interpretation of are suggested based on interpretation of learning gains datalearning gains data

Documents to IncludeDocuments to Include

Your analysis of why some students or Your analysis of why some students or groups of students were more successful groups of students were more successful than othersthan others

Your analysis of the assessment Your analysis of the assessment instruments themselvesinstruments themselves

Charts and graphs that help illustrate Charts and graphs that help illustrate your analysisyour analysis

Use of DataUse of Data

What is your interpretation of what happened What is your interpretation of what happened as you taught the unit?as you taught the unit?

Why do you think some students learned more Why do you think some students learned more than others?than others?

What has your analysis of the data shown you?What has your analysis of the data shown you? How will you use this analysis?How will you use this analysis? How have you reported progress to students How have you reported progress to students

and parents?and parents?

GuidelinesGuidelines

Analyze goals, materials, activities, Analyze goals, materials, activities, assessments for their effectivenessassessments for their effectiveness

Suggest possible modificationsSuggest possible modifications Discuss implication for further instruction Discuss implication for further instruction

based on the outcomes of this unitbased on the outcomes of this unit Describe how you have reported Describe how you have reported

progress to students, parents, and othersprogress to students, parents, and others

Documents to IncludeDocuments to Include

Narrative analysis based on guidelinesNarrative analysis based on guidelines Data on students achieving or not Data on students achieving or not

achieving goals and objectives and the achieving goals and objectives and the reason(s) if they have notreason(s) if they have not

Description/examples of reporting Description/examples of reporting processprocess

Criteria for Scoring Criteria for Scoring Section IVSection IV

Assessments measure all unit goals and Assessments measure all unit goals and objectivesobjectives

Assessments measure a range of Assessments measure a range of cognitive/performance abilitiescognitive/performance abilities

Alternate assessment formats are provided Alternate assessment formats are provided that measure the same goals & objectivesthat measure the same goals & objectives

Scoring guides/rubrics & examples are Scoring guides/rubrics & examples are includedincluded

Data is included and analyzed for individual Data is included and analyzed for individual students, whole group and sub-groupsstudents, whole group and sub-groups

Criteria for Scoring Criteria for Scoring Section VSection V

Item analysis of assessment tools is Item analysis of assessment tools is includedincluded

Data is presented to support analysisData is presented to support analysis Met/Unmet status of goals & objectives is Met/Unmet status of goals & objectives is

included along with analysisincluded along with analysis Analysis of groups to determine why they Analysis of groups to determine why they

were more or less successful is includedwere more or less successful is included Gains are reported visuallyGains are reported visually

Criteria for Scoring Criteria for Scoring Section VI Section VI

Perceptions of the effectiveness of the unit are Perceptions of the effectiveness of the unit are includedincluded

Extraneous and context factors are identified Extraneous and context factors are identified and discussedand discussed

Implications for future teaching are discussedImplications for future teaching are discussed Implications for modification of this or other Implications for modification of this or other

instruction is discussedinstruction is discussed Reporting methods and examples are includedReporting methods and examples are included