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Assessment Literacy in a Standards-Based Urban Education Setting Norman L. Webb

Assessment Literacy in a Standards-Based Urban Education Setting Norman L. Webb Wisconsin Center for Education Research University of Wisconsin-Madison http://www.wcer.wisc.edu/mps/ American Educational Research Association New Orleans, LA April 2, 2002 Session 13.1

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Assessment Literacy in a Standards-Based Urban Education Setting Norman L. Webb

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  1. Assessment Literacy in a Standards-Based Urban Education Setting Norman L. Webb Wisconsin Center for Education Research University of Wisconsin-Madison http://www.wcer.wisc.edu/mps/ American Educational Research Association New Orleans, LA April 2, 2002 Session 13.1 Supported by a grant from the Joyce Foundation

  2. General Research Question: What capacity is needed in the district to implement successfully a Balanced Assessment Program?

  3. Organizational Structure Schools Leadership Educational Services Technology Research and Assessment Curriculum/ Instruction Technical Services

  4. Definition of Assessment Literacy • The knowledge about how to: • assess what students know and can do, • interpret the results from these assessments, and • apply these results to improve student learning and program effectiveness.

  5. Assessment and Standards History in MPS

  6. Assessment and Standards History in MPS (continued)

  7. MPS Balanced Assessment System

  8. MPS Balanced Assessment System(continued) Notes: 1Beginning with the 2001-02 school year, results from the Wright Group’s On-the-Mark Assessment will provide data for the Reading and Writing Classroom Assessments in K5-2 across all schools districtwide. 2WKCE subtests include: Writing, Rdg/ELA, Math, Science (Sci), Social Studies (SS). 3HSGT subtests include: ELA, Math, Science (Sci), and Social Studies (SS). 4School-site classroom assessments will be scored and recorded at the schools. Central Services will provide examples of assessments in each content area that model a standards-based approach, but schools will be able to select or develop their own assessments instead. Results from Classroom Assessments in K-8 will be recorded as proficiency levels and results in 11-12 will be recorded as GPAs for the purposes of student accountability under Promotion and Graduation Requirements, Policy 7.37.

  9. Teachers’ Needs as Perceived by Curriculum Specialists • Ability to write classroom assessments based on standards • Using assessments to inform instruction • Understanding that assessment is not just testing • Different methods and strategies of assessment • Aligning curriculum with standards • Awareness of teaching standards • Looking at student work and scoring it • Lack of reliability and consistency among teachers in scoring • Evaluating grade-level work

  10. Initial Two-hour Workshop Design • Assessments types • Uses for different assessments • Types of assessment items • Types of scoring schemes • Measuring students’ attainment of standards

  11. System Criteria Quality of Assessments Saturation Alignment with Standards

  12. Other Issues Reaching all teachers in the district Standardize the use of rubrics by the content areas Attend to student work in assessment development

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