Learning Assessment Technology

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History: 1928 Pennsylvania Test ,[object Object],[object Object],http://geology.com/state-map/maps/pennsylvania-state-map.gif

History: 1937 GRE Graduate Record Exam ,[object Object],[object Object],http://www.bibl.u-szeged.hu/afik/gre1.jpg

History: 1947 Educational Testing Services ,[object Object],[object Object],http://www.hnip.net/imgLib/20020902_ets_logo2.gif

? ,[object Object],http://pages.cms.k12.nc.us/pictures/montclaire/CharacterEd003.jpg

Carnegie Foundation for the Advancement of Teaching (since 1905) ,[object Object],[object Object],[object Object],http://4.bp.blogspot.com/_xMu1JOybE2U/Sp7ENQuGWEI/AAAAAAAAAQk/Z1KC1YYiOz4/s320/teaching+poster+bw.png

History: Late 1970’s ,[object Object],http://www.richardgoodallgallery.com/images/niagara/pr34.jpg

Current Social Trends ,[object Object],http://www.businesshighstreet.com/import/images/Economy_894_18047948_0_0_14654_200.jpg

Current Social Trends ,[object Object],http://www.cioindex.com/articles/wp-content/uploads/2009/01/culture.jpg

Current Social Trends ,[object Object],http://i20.photobucket.com/albums/b225/late2wake/packingrat/nclb.jpg

LAT Potential +’s ,[object Object],[object Object],[object Object]

Implementation ,[object Object],http://www.r3strategis.com/images/R3-Advantage.jpg

Implementation ,[object Object],http://www.positive-eye.com/uploads/images/pagepic_selfteams.jpg

Implementation ,[object Object],http://f47testingtest.epri.com/semi_graphics/w_learn.jpg

Implementation ,[object Object],http://c-statesolutions.com/wp-content/themes/c-state/images/goal_off.jpg

Implementation ,[object Object],http://images.google.com/imgres?imgurl=http://www.fao.org/docrep/x5307E/x5307e2f.gif&imgrefurl=http://www.fao.org/docrep/x5307E/x5307e06.htm&usg=__Dm3M2tDH2_-gBZVVERw1GJ40kYQ=&h=381&w=451&sz=13&hl=en&start=15&um=1&itbs=1&tbnid=-tpsNKOxLhMaTM:&tbnh=107&tbnw=127&prev=/images%3Fq%3Dresults%2Bcan%2Bbe%2Beasily%2Bstored,%2Bsorted,%2Band%2Banalyzed%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1T4GGLR_enUS247US248%26tbs%3Disch:1

Consider Scope http://library.csum.edu/information%20fluency/MCj03030480000%5B1%5D.jpg or Integrated with full curriculum http://www.arcspace.com/books/limited_edition/limited_1.jpg

Consider Technical Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],http://www.newqueststudio.com/Images/Computer_training_001.jpg

Consider Pricing Options ,[object Object],[object Object],[object Object],[object Object],[object Object]

Electronic Learning Assessment Resource (ELAR) http://www.clrn.org/elar/search.cfm

Potential -’s ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Reluctant Tourist Success for All: Home Screen

The Reluctant Tourist Success for All: Let’s Explore

The Reluctant Tourist Success for All: I have no classes? Because I’m “Special”?

The Reluctant Tourist Success for All: Available Extracts

The Reluctant Tourist Success for All: Reading Groups I wonder why the Reading Edge query shows only 12 teachers’ classes?

The Reluctant Tourist Success for All: Extract Selected Criteria

The Reluctant Tourist Success for All: Extract Tests for Year Here we extracted results for 1 homeroom.

The Reluctant Tourist Success for All: Student AYP Elibility (not sure what this means, but no students show up for me)

The Reluctant Tourist Success for All: Student Hot List (not sure what this means, but 0 hot listed students)

The Reluctant Tourist Success for All: Set Test Targets (not sure who should do what, but no targets set)

Reluctant Tourist Musings ,[object Object],[object Object],[object Object]

Closing Thoughts ,[object Object],[object Object],[object Object]

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Data Driven Instructional Decision Making A framework Data –Driven Instruction Data-driven instruction is characterized by cycles that provide a feedback loop in which teachers plan and deliver instruction, assess student understanding through the collection of data, analyze the data, and then pivot instruction based on insights from their analysis. From: Teachers know best: Making Data Work For Teachers and Students Bill & Melinda Gates Foundation https://s3.amazonaws.com/edtech-production/reports/Gates-TeachersKnowBest-MakingDataWork.pdf Data-Driven Decision Making Process Cycle Data Planning and Production Data Analysis Developing an Action Plan Monitoring progress Measuring Success Implementing the Action Plan Data is used From : Teachers know best: Making Data Work For Teachers and Students Bill & Melinda Gates Foundation https://s3.amazonaws.com/edtech-production/reports/Gates- TeachersKnowBest-MakingDataWork.pdf Data –Driven Instruction Feedback Loop Data Planning and Production Data Analysis Developing an Action Plan Monitoring progress Measuring Success Implementing the Action Plan Data –Driven Instruction Feedback Loop Data Planning and Production Data Analysis Developing an Action Plan Monitoring progress Measuring Success Implementing the Action Plan Instructors need to facilitate this data –driven instruction decision loop in a timely and smooth fashion …and on an ongoing basis • Per student • Per class • Per group Data –Driven Instruction Feedback Loop Roles Inherent in the Data-Driven Instruction Decision Making Loop • Planner • Data Producer • Data Analyst • Monitor • Reporter • Data End User • IT • Operations and Logistics Data Planning and Production Questions • What questions are to be addressed in future data-informed conversations? Which questions are more important? • What information (metrics) are needed to answer these question? • Is the information available and feasibly attainable? • Are the necessary technology and resources available? • How can current non-data based instructional decision making be mapped to data-based instructional decision making process? • What are the costs associated with this endeavor? • What are the timelines ? • How and when will the data be collected and stored? Data Analysis Questions • What relations exists between the metrics? What patterns do the data reveal? • How many levels of the metric are needed to answer the questions? • Do the original questions need to be revised or expanded? • Do the original metrics need to be redefined or expanded? • What analytical tools are currently available? What tools need to be designed to support the analysis? • What method of analysis or evaluation will be used? • What are the data limitations, strengths, challenges, context? Monitor Questions • How are the metrics evolving as the learning and instructional processes evolve.

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Comprehensive School-Level 3-Day Professional Development Plan Directions:The final signature assessment in this course is to write a comprehensive, school-level instructional leadership professional development plan. This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices. Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course. 1. Four elements of the comprehensive professional development plan, include: 1. Initial Information: Professional Development · Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc., 2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process. · Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction. 3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning). · Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning. 4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning). · Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement. Part 1, 2, 3, 4: 3-Day Professional Development Plan: Directions: A. Complete the table. Use 12 pt. black font: Times New Roman. The table cell ...

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Learning Assessment Technology

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18. Consider Scope http://library.csum.edu/information%20fluency/MCj03030480000%5B1%5D.jpg or Integrated with full curriculum http://www.arcspace.com/books/limited_edition/limited_1.jpg

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21. Electronic Learning Assessment Resource (ELAR) http://www.clrn.org/elar/search.cfm

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23. The Reluctant Tourist Success for All: Home Screen

24. The Reluctant Tourist Success for All: Let’s Explore

25. The Reluctant Tourist Success for All: I have no classes? Because I’m “Special”?

26. The Reluctant Tourist Success for All: Available Extracts

27. The Reluctant Tourist Success for All: Reading Groups I wonder why the Reading Edge query shows only 12 teachers’ classes?

28. The Reluctant Tourist Success for All: Extract Selected Criteria

29. The Reluctant Tourist Success for All: Extract Tests for Year Here we extracted results for 1 homeroom.

30. The Reluctant Tourist Success for All: My Security Profile

31. The Reluctant Tourist Success for All: Student AYP Elibility (not sure what this means, but no students show up for me)

32. The Reluctant Tourist Success for All: Student Hot List (not sure what this means, but 0 hot listed students)

33. The Reluctant Tourist Success for All: Set Test Targets (not sure who should do what, but no targets set)

34.

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Learning Assessment Technology

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