What worked for one teacher - learner was the ability to use the multiphase nature of the video process (written plan, storyboard, script, final production) to
assess student learning at different evaluation points through the use of rubrics.
Mark Sorensen tells Teacher editor Jo Earp how this links to
assessing student learning at the STAR school.
Not exact matches
Student learning is
assessed in a variety of ways
at the Haskayne School of Business.
To find out if individuals with high levels of psychopathic traits were better
at learning how to lie than others, the researchers recruited 52
students from The University of Hong Kong — 23 who showed low levels of psychopathic traits and 29 who showed high levels of psychopathic traits based on a questionnaire that can be used to
assess psychopathy in a non-clinical setting.
It's also a fun and informative way to
assess my sixth grade
students at Quest to
Learn early in the school year — and a powerful example of an embedded assessment that allows me to better support the
learning process.
Additionally, this independent approach enabled
students to gain a better understanding of their own strengths and weaknesses, with teachers reporting that
students became much better
at assessing their own
learning.
A
student's ability to answer the essential question
at this point is a way for the teacher to
assess the
student's
learning.
It was just over a decade ago that the teaching staff
at Emmanuel College set on a path to reform their practice of
assessing student learning.
The steps guide teams through three phases — prepare, inquire, and act — and outline the key tasks involved in building the skills necessary for looking
at data, identifying a problem of practice, developing an action plan, and
assessing to what extent it succeeds in improving
student learning.
Tracking nearly 1,000 native and ESL
students from kindergarten to grade two in an English - only school system in Canada, Lesaux, who joined the HGSE faculty this year, and co-author Linda Siegel, a special education professor
at the University of British Columbia,
assessed the development of
students» reading skills
at each stage of their
learning.
This anticipation guide can be given
at the beginning, in the middle, and
at the end of the unit to
assess students and provide evidence of their
learning.
Understanding A-Level Photography / Fine Art Marking and Assessment for AFL: This presentation (and accompanying jpegs) contain resources for helping A-Level
students understand Marking and Assessment
at A-Level (AFL)- I use these resources in my teaching of AS and A-Level
students and help
students: -
Learn about marking - Mark / Peer
Assess their work - Try to understand how the numbers correspond to their grade / mark It has been really useful in my lessons for ensuring understanding of marking and AFL - and has made what can be a painful part of the lesson - really worthwhile and useful.
Some teachers
assess their
students at the beginning of the year ~ then put the more gifted
students in faster - paced
learning groups and those who test lower into a separate group.
This is a
student friendly alternative way of sharing
learning outcomes with
students at the start of lesson and
assessing their
learning at the end.
And with advances in technology it is becoming increasingly possible for
students to
learn at their own pace and to be
assessed online when ready.
Assessing the impact of flipped
learning, the report's authors say in successful instances, teachers said
students arrived
at the lesson better prepared and with a higher level of understanding.
While you wouldn't know it based on the shallow media coverage, many educators consider the new generation of standardized tests to be far superior
at assessing student learning than any previous tests.
Additionally,
assessing growth across different
learning levels rather than just
at the proficiency threshold would eliminate incentives to ignore
students already above proficiency or too far below to reach proficiency soon.
Assessing student learning during and
at the end of complex projects can be tough, even
at a school like San Francisco's Downtown High School, with its many thoughtful educators and supportive administration.
Reality Check:
At the Key
Learning Community, in Indianapolis, teachers employ written rubrics to
assess students» strengths and weaknesses using categories based on Howard Gardner's concept of multiple intelligences, including spatial, musical, and interpersonal skills.
I envision my teachers becoming experts who are inspiring good questions from
students, teachers who are masterful
at channeling
student interests in productive ways, and teachers who constantly
assess student learning and providing critical feedback.
We empower teachers and
students while
at the same time we
assess learning outcomes
at all levels.
In a world where information is
at our fingertips, our greatest challenge is help
students learn how to find information,
assess its accuracy and apply it to solve problems.
At the end of the year,
students put selections of their work into a portfolio so a teacher can
assess their
learning.
This report presents the results of a project to estimate the percentage of U.S. elementary and secondary
students being
assessed on deeper
learning skills through statewide mathematics and English language arts achievement tests at the beginning of the Deeper Learning Ini
learning skills through statewide mathematics and English language arts achievement tests
at the beginning of the Deeper
Learning Ini
Learning Initiative.
In our definition, we look
at three important concepts that we know help
students achieve
at high levels through the use of these assessments: they are formative (and thus occur during the
learning process), they are team - designed, and they
assess essential
learning targets.
The approach focuses on
assessing and monitoring
student growth over time and is underpinned by an understanding that
students of the same age and in the same year of school can be
at very different points in their
learning and development.
Research has, time and again, indicated that
students are adept
at assessing the
learning environment, particularly along the dimensions of:
They will have implemented
at least four enriched project - based
learning experiences in their classrooms,
assessed the results and observed dramatic motivational and deeper
learning changes in their
students.
Check Your Mood
at the Door helps teachers identify issues that might affect
student learning by inviting
students to
assess and describe their moods as they enter the classroom each day.
Check Your Mood
at the Door helps teachers identify issues that might affect
student learning by inviting
students to
assess and describe their moods as they enter the classroom...
It happened in grade team meetings, subject groups, professional
learning community groups, committees convened to
assess and monitor needs for
at - risk
students, school leadership or improvement teams, or in whole - staff events, such as data retreats and faculty meetings.
It just makes sense that a school committed to helping all
students learn at high levels would focus on
learning rather than teaching, would have educators work collaboratively, would ensure
students had access to the same curriculum, would
assess each
student's
learning on a timely basis using consistent standards for proficiency, and would create systematic interventions and extensions that provide
students with additional time and support for
learning.
Advanced Literacy
learning consultants, Bebe Morrissey and Emily Levine, spent 3 days
at PICCS helping teachers develop curriculum and
assess student achievement to support effective literacy instruction.
Why would a teacher want to
assess students»
learning at the end of a lesson or unit of instruction?
«We are excited, and our teachers are excited, to now have the ability to teach a topic
at the level of individual
student learning while
assessing their individual progress, and to raise the bar of expectations for each
student,» said Dr. Moody.
At the classroom level, teacher - designed and curriculum - embedded performance assessments offer teachers a more nuanced and authentic way to
assessing student learning, one that could over time replace standardized testing.
Teachers, both veteran and new, are amazed
at the effect of identifying specific
learning targets and then purposefully
assessing whether
students are progressing towards them.
Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to
assess principal performance, developed by researchers
at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in
learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage
students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for
students with special needs (advocating), make sure families are aware of the
learning goals (communicating), and keep on top of test results (monitoring).41
Assessment of
Student Learning at Penn State uses a process that
assesses five spheres: academic program, course level, general education, institutional level, and cocurricular programs.
However, because
assessing student learning may happen
at a later time, such as an end - of - the - unit exam, a lesson plan may provide a teacher the opportunity to create assessment questions for use later.
«In my nine years
at CCSSO, including five as executive director, state chiefs raised academic standards for all kids, improved the way
student learning is
assessed, transformed the way new teachers are prepared to enter the classroom, and crafted a better federal education law that returns flexibility to the states.
They are looking
at engaging
students in the process of
assessing the effects of their efforts in the five CASEL domains of social - emotional
learning.
She offers seven strategies that teachers can use to involve
students in the assessment process and ensure that
students are the primary users of formative assessment information: (1) Provide a clear and understandable vision of the
learning target; (2) Use examples of strong and weak work; (3) Offer regular descriptive feedback; (4) Teach
students to self -
assess and set goals; (5) Design lessons to focus on one aspect of quality
at a time; (6) Teach
students focused revision; and (7) Engage
students in self - reflection and let them document and share their
learning.
Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service
At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo
At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended
learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging
learning environment that develops
student critical thinking and problem solving skills Prepare
students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually
assess student progress toward mastery of standards and keep
students and parents well informed of
student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs
students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the
students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
This quality can be
assessed by comparing a
student's
learning rate and achievements in different classrooms
at the same grade level.
Construct comprehensive and coherent systems of state and local assessments of
student learning that: • work together to support instruction, educational improvement and accountability • use multiple indicators
at multiple points in time • link assessment to instruction and curriculum • strengthen teacher capacity to
assess.
Easily accessible by clicking the Reports tab from the top navigation bar in your Insight Dashboard, the report allows you to
assess at a glance an individual
student's
learning progress, so you can better understand if he or she is on track to meet their
learning goals.
John R. Troutman McCrann, a math educator and teacher leader
at Harvest Collegiate High School in New York City, writes that teachers» autonomy to design and
assess student learning has been siphoned away.
This homework supervision — along with common teacher meeting time for ongoing reflective conversation — enabled the staff to take a fresh look
at their homework assignments and
assess the value of these assignments in promoting
student learning.