By integrating coursework with their student teaching in schools, we help our students learn to design, use and
interpret classroom assessments, and to communicate those results to students and their families.
Not exact matches
Such meetings should include
classroom teachers, the school psychologist (or someone who is trained to
interpret assessment data), interventionists, literacy and math coaches, and the building principal.
Meeting these demands requires teachers to develop
assessments, use existing instruments, and
interpret data from many sources to tailor
classroom practice.
The completed online, video - based
assessment tool aims to measure how school leaders can observe and notice the quality of
classroom instruction,
interpret their observations and provide productive feedback to the teacher, and use the observations to plan professional development for the teaching staff.
Educators should practice the same cautions when
interpreting the results of localized
classroom assessments.
Because it is evident that teachers are being asked to become more proficient in designing, administering, and
interpreting a variety of educational
assessment tools in their
classrooms, it is important to provide them with the knowledge and training they need to use
assessments prudently and effectively in their
classrooms.
NRCCTE researchers at NOCTI spent three years researching and pilot testing CTEDDI (Career - Technical Educators Using Data - Driven Improvement), a professional development model that helps CTE teachers and administrators learn how to effectively
interpret assessment data and use it to make instructional improvements in the
classroom.