Embed Size (px)
Citation preview
Assessment Tips for Credit Flexibility Featured Speakers:
Stan Heffner, Associate Superintendent, Ohio Department of Education
Mark Hartman, Senior Director, Battelle for Kids
May 7, 201010:00 – 11:00 Eastern
Pre-Conference Information
Ohio Department of Educationwww.education.ohio.gov
Pre-Conference Information
Credit Flexibility Web Conference Series
• Hosted by the Ohio Department of Education • Spring 2010 • Intended to support local implementation of
Ohio’s Credit Flexibility Policy – Includes highlights from guidance documents – Connects participants with Ohio schools, districts,
organizations and related resources for support
Pre-Conference Information
Great Lakes East Comprehensive Center at Learning Point Associates
• The Comprehensive Centers Program consists of 16 regional comprehensive centers and five national content centers funded by the U.S. Department of Education.
• The regional comprehensive centers provide technical assistance designed to increase the capacity of states to help districts and schools meet the goals of the No Child Left Behind (NCLB) Act.
For more information, visit www.learningpt.org/greatlakeseast Pre-Conference Information
Updated Credit Flexibility Website• Guidance• Case Studies• Web
Conference Series
Visit www.education.ohio.gov; Select School Options; Select Credit Flexibility
Pre-Conference Information
Credit Flexibility Guidance
• HQT Requirements• School Finance• Gifted Education• Students With Disabilities• EMIS
• Assessment• Appeals Process• Athletic Eligibility• FAQs General
Implementation
Visit www.education.ohio.gov; Select School Options; Select Credit Flexibility
Pre-Conference Information
Credit Flexibility Case StudiesTopics• Getting Started• Staff Coordination• Assessment• Instruction• Partnerships
Case Study Sites• Delaware Area Career Center• Granville Exempted Village School
District/Granville Studio of Visual Arts• Metropolitan Cleveland Consortium
for STEM High School (MC2)• New Boston Local School District• North Union Local School District
Visit www.education.ohio.gov; Select School Options; Select Credit Flexibility
Pre-Conference Information
Assessment RequirementsTo ensure alignment with Ohio’s academic content standards, Local Education Agencies are advised to:
1. The extent to which categories of content appear in the standards, syllabus and assessments
2. The complexity of the knowledge tested within the content area and how it relates to the standards/syllabus of what students are expected to know and do
Pre-Conference Information
Assessment Requirements Continued3. How the span of student knowledge as stated in a
standard or syllabus matches what students need to correctly answer assessment items and activities
4. Whether emphasis given on the assessment is comparable to the emphasis of the learning objectives that fall under a specific standard or syllabus
5. The primary difficulty of the assessment items which should be significantly related to the level of student content knowledge as represented in the standards and syllabus
Pre-Conference Information
Designing Instruments• LEAs could devise a comprehensive end-of-course
exam, a performance-based project and/or successful completion of one or more educational options (e.g., distance learning, educational travel, independent study, internship, music, arts, after-school/tutorial program, community service or other engagement projects and sports)
• The primary rule of thumb is to make sure that the assessment reflects the scope, type, depth and content that the course is intended to cover
Pre-Conference Information
Paper & Pencil Tests• ODE will not provide a list of approved paper
and pencil test instruments because of the individualized nature of the credit flex concept and the unique circumstances of each student’s situation
• Local districts are responsible for selecting or designing any paper-and-pencil instruments they choose to use to award course credit
Pre-Conference Information
Paper & Pencil Tests• LEAs should follow their local grading policies
when administering testing opt-out provisions.
• It is the district’s responsibility to determine what a comparable measurement of achievement is.
• Performance levels are set by each LEA, often using letter grades and/or weighted or unweighted quality points, consistent with the LEA’s grading policies
Pre-Conference Information
Web Conference SeriesMaterials from this web conference that will be
available online:– Video archive – Transcript– PowerPoint presentation– Q &A Document
Visit www.education.ohio.gov; Select School Options; Select Credit Flexibility
Pre-Conference Information
Web Conference SeriesUpcoming Webinars:May 7 – Assessment Tips for Credit Flexibility 10:00-11:00 EST (Today’s Event)
May 17 – Teacher Led Initiatives Using Technology 10:00-11:00 EST
View Archived Webinars from the series:March 17 – Credit Flexibility and Highly Qualified Teacher RequirementsMarch 24 – Ohio Credit Flexibility: Working with Gifted and Special EducationApril 9 – School Finance and Credit FlexibilityApril 22 – Mastery-based Assessment ModelsApril 29 – Developing Quality Student Credit Flexibility Plans
For more information about the credit flexibility web conference series and to register for upcoming web conferences, visit the Ohio Department of Education website.
Visit www.education.ohio.gov; Select School Options; Select Credit Flexibility
Pre-Conference Information
Thank you for participating in today’s web conference, our presentation
will begin shortly.
Please make sure you have logged in to both the web and phone portion for today’s web conference.
For the audio:Dial 1-800-501-8979 / Access Code 6496550
Pre-Conference Information
Assessment Tips for Credit Flexibility Featured Speakers:
Stan Heffner, Associate Superintendent, Ohio Department of Education
Mark Hartman, Senior Director, Battelle for Kids
May 7, 201010:00 – 11:00 Eastern
Sarah LuchsAssociate Director, Student SuccessOhio Department of EducationPhone: (614) 387-0960E-mail: [email protected]
Ohio Department of Education25 South Front StreetColumbus, OH 43215education.ohio.gov
Overview
• Increase understanding of assessment guidance for credit flexibility
• Recommend district and school approaches
• Respond to your questions
Context • Expectations for success – defining Common Core Standards – acquiring 21st century skills– graduating college and career ready/preparing for next
level learning• Proficiency defined as demonstration of knowledge and
skills• Allow assessment to fit student strengths, quality
engagement and student motivation – Same expectations for success, does not necessarily
dictate same methods, conditions, time, etc.
Stan HeffnerAssociate Superintendent, Curriculum and AssessmentOhio Department of EducationPhone: (614) 995-3766E-mail: [email protected]
Ohio Department of Education25 South Front StreetColumbus, OH 43215education.ohio.gov
Mark HartmanSenior Director, Client EngagementBattelle for KidsPhone: (614) 481-3141 E-mail: [email protected]
Battelle for Kids1160 Dublin Road, Suite 500Columbus, OH 43215
www.battelleforkids.org
AssessmentWhat do I need to consider when getting started?• What’s the best mechanism to use to meet student needs?
Determine if it’s appropriate to assess for credit or use acceleration for placement.
• Does the assessment (test) or assessment strategies reflect the totality of course expectations?
• How do students know what is expected to successfully earn credit and determine a grade?
• How will you engage and set expectations with students and parents? What needs to be communicated to students and parents to set appropriate expectations?
AssessmentHow do I engage students in the breadth of learning
needed to be successful in the next course? • Am I covering the key content and skills?
– As articulated in the standards– Equivalent to course expectations– In ways that prepare students given depth, breadth, sequencing
• Are assessments reflecting the equivalent proportion of content and skills (presentations, writing, problem solving) as in the course? Do they reflect the same emphasis?– Multiple measure (not limited to single event)
AssessmentCan I use off the shelf products such as the ACT/End
of Course assessments? AP exams? CLEP exams?• How well does it align with or match the full extent
of local and state expectations for the course and/or standards (and/or next-level-learning)
• Consider the purpose- many serve a capstone role• Does it provide an apples- to-apples comparison?• Is it a component of the demonstrated learning or
the only measure?
AssessmentWho assesses? How often? By what processes?
• Is this a core content area? If learning (planned or already acquired) is in a core content area, use an HQT teacher (see also archived HQT web conference).
• What criterion will you use to make determinations about demonstration of content/skills. Are rubrics needed? Utilizing other individuals or vendors may be appropriate.
• What processes/infrastructure help to make this possible and/or support customization with consistency?
AssessmentHow do I assign grades? Can students earn an F?
• Use established levels and benchmarks for the expectations for student work products
• If using national assessments (instead of local), you may need to make adjustments to reflect the level of rigor in the assessment
• Take precautions to safeguard students from failure (an exception, if at all)
• Apply policies consistently
AssessmentHow do I pay for development or evaluation costs?
• Ideally, no extra cost is incurred because basic assessments and capacity already exist in the school
• Consistent with school finance guidance document regarding what’s required with the establishment of any fee that maybe outside the regular public education entitlement (see also archived web conference on finance issues)
Big Ideas • Keep the focus on student needs and positioning them to be
successful at next level.• Assessments should not be too easy, but not overly
burdensome. • Flexibility is intended to allow for customization while
maintaining quality. • Emphasis is on demonstrated knowledge and skills.• Assessment is not prescriptive; no one right way. • Consider purposes, scope and equivalency issues.• Multiple methods may be appropriate.
Next Steps• Guidance www.education.ohio.gov– The full guidance documents are available
For more information or additional questions: – Regarding assessment requirements, contact
Terrence MooreAssessment Technical Team, Ohio Department of Education25 S. Front St., Columbus, OH 43215-4183
Next Steps• Web Conference Series– Archive, transcript, PowerPoint presentation, and Q&A
document will be available online– Participants will receive a brief survey following the Web
Conference– Credit flexibility web conference series• Next web conference: Thursday, May 17, 1-2 p.m.
Eastern Time• Register at www.education.ohio.gov
Web Conference SeriesUpcoming Webinars:May 17 – Teacher Led Initiatives Using Technology 10:00-11:00 EST
View Archived Webinars from the series:March 17 – Credit Flexibility and Highly Qualified Teacher RequirementsMarch 24 – Ohio Credit Flexibility: Working with Gifted and Special EducationApril 9 – School Finance and Credit FlexibilityApril 22 – Mastery-based Assessment ModelsApril 29 – Developing Quality Student Credit Flexibility PlansMay 7 – Assessment Tips for Credit Flexibility (Available soon)
For more information about the credit flexibility web conference series and to register for upcoming web conferences, visit the Ohio Department of Education website.
Visit www.education.ohio.gov; Select School Options; Select Credit Flexibility
Updated Credit Flexibility Website• Guidance• Case Studies• Web
Conference Series
Visit www.education.ohio.gov; Select School Options; Select Credit Flexibility
Thank you for participating in today’s web
conference.
