Embed Size (px)
Citation preview
1
MTI 594 -21st Century Assessment: Raising Student Achievement Credits: 3 hours from Calumet College of St. Joseph Calumet College of St. Joseph is an independent co-educational, liberal arts institution, fully accredited by the Higher Learning Commission, a member of the North Central Association. CCSJ is accredited to offer master's, baccalaureate and associate's degrees, certificates, and diplomas by the Higher Learning Commission, a member of North Central Association (NCA) 30 N. LaSalle St., Chicago, IL 60602-2504, (800) 621-7440. CCSJ is also Accredited By The National Council for Accreditation of Teacher Education (NCATE). Grades: K-12 Please include the following information in bold on the cover page when you turn your work in: Last Name___________________ First Name_______________________ Home Address______________________________________________________________ Email Address____________________________________ Grade/Subject Taught________________ School District Name__________________________________ City________________ State_____ Name of Class_____________________________________ Date Turned In_____________ Credit Limits: All students taking graduate courses through Midwest Teachers Institute are limited to the following maximum number of classes: Fall Semester 9 credit hours
Spring Semester 9 credit hours Summer Semester 12 credit hours Total maximum for year 30 credit hours
Requirements for Taking Courses through Midwest Teachers Institute All MTI courses are designed for educators who have a minimum of a bachelor’s degree. Prior to beginning the course, check with your district office to ensure that credit will be accepted for salary increase and professional development. Course Description This course will provide teachers with the knowledge and strategies to develop assessments that support higher-order skills, which hold students to higher standards. Teachers enrolled in this course will discuss the current policies and practices, as well as new research and strategies in education that lead to in-depth learning. Educators will be challenged throughout this course to improve their assessments to support 21st century learning.
2
Compliance with National Board for Professional Teaching Standards (NBPTS)
NBPTS standards represent the highest level of professional achievement in the continuum of teacher professional development. There are five core principles (standards), which cover five aspects of professional educational practice: (1) commitment to students and their learning, (2) knowledge of subject matter and instructional strategies, (3) management and monitoring of student learning, (4) systematic reflection about the teaching profession to learn and grow from experience, and (5) collaborative participation in the educational learning community. This course is in compliance with all of the 5 NBPTS Core Propositions. Course Objectives Following the completion of this course, the educator will be able to: - Identify the problems with current testing policies and practices in their school and state.
- Understand the benefits of performance assessments for both students and teachers.
- Develop an understanding of performance assessments and the importance of high-order thinking.
- Measure student’s ability to apply knowledge to complex, real-world tasks.
- Design performance assessments for their content area that require analysis, synthesis, and evaluation.
Required Reading Textbook: Darling-Hammond, Linda (2014). Next Generation Assessment: Moving Beyond the Bubble Test to Support 21st Century Learning.
Formatting Requirements 1. All assignments must be completed and returned in the same order as they appear in the course
packet. 2. All work must be completed. Any work left incomplete will be returned and will not receive a
grade. 3. All completed coursework must be turned in via internet attachments. Please name your
attachment with your course number and your full name (ex. 100JohnSmith) and submit it as a Microsoft Word document. Please submit all work to: [email protected]
4. Due Dates: Distance/Correspondence have one FULL Year from the date of your registration to complete your course. Extensions are available upon request. ONLINE courses have specific start and ending times. Check with your instructor.
Grading The total grade will be determined by adding the points from the following 5 categories:
Text questions 90 points Quiz 20 points
Applications/projects 90 points Evaluation 100 points Total 300 points The grading scale for the final grade is: 100-90% A 300-270 total points 89-80% B 269-239 total points
3
(Anything resulting in fewer than 239 points will not receive credit.) Text question rubric: Category Superior (3 pts) Sufficient (2 pts) Minimal (1 pt)
Supporting Evidence in Practice
____/3
Response shows strong evidence of ideas and insights from this course and how they are applied to the classroom.
Response shows evidence of ideas and insights from this course and how they are applied to the classroom.
Response shows some evidence of ideas and insights from this course and how they are applied to the classroom.
Accuracy
____/3
All supporting facts and statistics are accurately represented.
Almost all supporting facts and statistics are accurately represented.
Some of the supporting facts and statistics are accurately represented.
Grammar and Spelling
____/3
Response includes 0-1 mistakes in grammar or spelling.
Response includes a few grammar and spelling mistakes.
Response includes several grammar and spelling mistakes.
Application rubric: Category Superior (15-13 pts) Sufficient (12-10 pts) Minimal (9-7 pts) Below Standard (6-4
pts) Understanding of web tool ____/40
Response shows strong understanding of the web tool and is utilized to maximize student learning
Response shows adequate understanding of the web tool and will benefit student learning
Response shows some understanding of web tool but may not benefit student learning
Response shows little understanding of web tool and may not benefit student learning
Task Completion ____/40
All tasks are completed and are thoughtful and meaningful.
All tasks are completed but with minimal quality
Almost all tasks are completed.
A few tasks were not completed.
Grammar and Spelling ____/20
Response includes 0-1 mistakes in grammar or spelling.
Response includes a few grammar and spelling mistakes.
Response includes several grammar and spelling mistakes.
Response includes numerous grammar and spelling mistakes.
Evaluation rubric: Category Superior (20-17 pts) Sufficient (16-13 pts) Minimal (12-9 pts) Below Standard (8 pts) Supporting Evidence in Practice ____/20
Response shows strong evidence of ideas and insights from this course and how they are applied to the classroom.
Response shows evidence of ideas and insights from this course and how they are applied to the classroom.
Response shows some evidence of ideas and insights from this course and how they are applied to the classroom.
Response shows little evidence of ideas and insights from this course and there is little evidence they are applied to the classroom.
4
Accuracy ____/20
All supporting facts and statistics are accurately represented.
Almost all supporting facts and statistics are accurately represented.
Some of the supporting facts and statistics are accurately represented.
Many of the supporting facts and statistics are inaccurately represented.
Grammar and Spelling ____/20
Response includes 0-1 mistakes in grammar or spelling.
Response includes a few grammar and spelling mistakes.
Response includes several grammar and spelling mistakes.
Response includes numerous grammar and spelling mistakes.
Logical Sequencing ____/20
Response is written in a clear, concise, and well organized manner. Thoughts are presented in a coherent and logical manner.
Response is mostly clear, concise, and well organized. Thoughts are presented in a coherent and logical manner.
Response is somewhat unclear and/or disorganized. Some thoughts are presented in a coherent and logical manner.
Response is mostly unclear and/or disorganized. Many thoughts are presented in an incoherent and illogical manner.
Reflection ____/20
Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and /or strategies presented in this course.
Response demonstrates some reflection on, and personalization of, the theories, concepts, and /or strategies presented in this course.
Response demonstrates a minimal reflection on, and personalization of, the theories, concepts, and /or strategies presented in this course.
Response demonstrates no reflection on, and personalization of, the theories, concepts, and /or strategies presented in this course.
TEXT QUESTIONS As you read the text, complete the following questions. Some of the responses may be answered in 1-2 sentences. However, most questions require 1-2 paragraphs (9 points each).
1. Chap 1 - With the amount of new technical information doubling annually, what is your school district doing to keep up with the changes? If your school is not making changes, what can be done to help improve student achievement?
2. Chap 1 - How do you feel about the US ranking 32nd among member countries of the Organization for Economics Cooperation and Development in Mathematics, 23rd in Science, and 21st in reading? As a country are we helping or hurting our students? What can be done to improve these rankings?
3. Chapter 2 - Explain what it means to test higher-order skills. What are considered higher-order skills? What kind of assessments can be used to test higher-order skills?
4. Chapter 2 - Discuss in detail how performance assessments are crucial for higher-order thinking in students and improved instruction from teachers.
5. Chapter 3 - What assessments or projects do you currently use that promotes students to use life skills and competencies? If not, create a new Project Work assessment to administer in your content area that allows students to display application, collaboration, communication, and independent learning.
6. Chapter 4 - Discuss your thoughts on moderation as a way for teachers to score open-ended tasks. Using your own knowledge and research give a detailed assessment of the pros and cons of moderation. Where do you think the best place for the moderation process to take place is and why?
5
7. Chapter 5 - What do you view as some challenges that performance assessments present? Given your knowledge and experience, do you feel that these challenges can be overcome?
8. Chapter 6 - After reading Chapter 6, do you think the value of performance assessments outweighs the cost? Explain.
9. Chapter 7 - Discuss your thoughts on a profile for students as part of their graduation requirement. What grade levels, if any, would it be most beneficial for and why?
10. Chapters 8 - Explain what you have learned after reading Next Generation Assessment: Moving Beyond the Bubble test to Support 21st Century Learning.
QUIZ (20points)
Each question is worth 2pts. each
1. Chapter 1 - The highest priority for learning is now:
A. Recognition of right answers.
B. Simple skills in the curriculum.
C. Standardized tests.
D. What students can do with the knowledge
2. Chapter 1 - Performance measures are:
A. Tasks that allow students to craft their own responses.
B. Tasks that do not allow students to display their strengths.
C. Tasks that focus on a single skill.
D. Tasks that allow students to remember the material.
3. Chapter 2 - This type of assessment allows teachers to gather information about what students can do with what they are learning:
A. Multiple-choice
B. Performance
C. True and false
D. Fill in the blank
4. Chapter 2 - On a writing test, constructed-response tasks require students to:
A. Modestly research a topic.
6
B. Define a genre.
C. Develop arguments and ideas.
D. Construct a performance assessment of their work.
5. Chapter 3 - Project Work (PW) is made up of interdisciplinary tasks that are:
A. Detailed to guide student learning.
B. Broad to allow students to carry out a project that they are interested in.
C. Generic to cover multiple content areas.
D. Narrow and to the point.
6. Chapter 4 - Performance assessments allow students to demonstrate:
A. In-depth writing.
B. Retention of content and in-depth writing.
C. Problem solving, reasoning, and communication.
D. Improved preparation for testing.
7. Chapter 5 - What is being used to ensure consistency among different raters?
A. Common assessments and rating
B. Common rubrics and moderation
C. Evaluation
D. Teacher discretion and logic
8. Chapter 6 - A common assertion of current testing systems is:
A. They do not provide teachers with enough information to improve learning.
B. They are the most cost efficient way of assessing student achievement.
C. The benefits outweigh the time it takes to train teachers for scoring tests.
D. They provide useful information for teachers.
9. Chapter 7 - Engaging teachers in the development and scoring of assessments allows them to:
A. Improve their curriculum.
B. Continue to develop at an educator.
7
C. Learn from the results.
D. All the above
10. Chapter 8 - What are performance assessments designed to assess?
A. High-level skills
B. Low-level skills
C. Complex thinking skills
D. Both A and C
APPLICATIONS Choose 2 of the 3 applications to answer (45 points each, 90 points total). All papers are to be double spaced, 12 pt. font in either APA or MLA format.
Application #1 Do performance assessments provide a better understanding of student’s strengths and weaknesses compared to multiple-choice questions? Discuss the arguments for and against performance assessments based on your knowledge, experience, and research. Application #2 Using the information studied in the textbook, develop a performance assessment for your content area. Discuss why you chose the assessment, how it relates to this class, and how it allows students to use higher-order thinking. Application #3 Based on your knowledge and experiences describe the current assessments in your school and/or state. Discuss strengths and weaknesses of the tasks. Explain what can be done to improve the assessment to relate it to 21st century learning.
- 2-3 pages
- Provide examples from course content, personal experience, or a colleague’s viewpoint
- Site all sources.
EVALUATION/REFLECTION (100 points) Choose one of the two assignments for your final assessment.
1.) - Research a topic from this course and find an article that relates. You will then write an article review and a personal reflection connecting the article to the course content.
8
- 2-3 pages in APA format
- Include personal experiences and knowledge
- Reference the course textbook and the article in your response
- Attach the article with your assignment
#2 - After reading the textbook, take a stance either for or against the books content and strategies. Defend your position providing examples, experiences, and other sources.
- 2-3 pages in APA format
- Utilize the textbook and at 2-3 other sources
END OF COURSE SURVEY Now that you are finished with your class, please take the time to help us improve. In order to make sure that we are providing the best possible service, please go to: http://www.midwestteachersinstitute.org/course_survey_12.html. Take the course survey, which is required for you to receive your grade. We at MTI appreciate and value your feedback.
