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21 st Century Teaching Standards and Student Assessment

21 st Century Teaching Standards and Student Assessment. Anna Lankford RES 5560 Appalachian State University Spring, 2009. North Carolina State Board of Education Mission.

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21 st Century Teaching Standards and Student Assessment

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  1. 21st Century Teaching Standards and Student Assessment Anna Lankford RES 5560 Appalachian State University Spring, 2009

  2. North Carolina State Board of Education Mission “Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century.”

  3. Did You Know…

  4. North Carolina Professional Teaching Standards 1- Teachers Demonstrate Leadership 2- Teachers Establish a Respectful Environment for a Diverse Population of Students 3- Teachers Know the Content They Teach 4- Teachers Facilitate Learning for Their Students 5- Teachers Reflect on Their Practice

  5. North Carolina Teacher Evaluation System • Purpose- to promote and support effective leadership, quality teaching, and student learning. • Based on the Framework for 21st Century Learning and North Carolina Standards • Designed to encourage professional growth and be flexible and fair to the person being evaluated. • Serve as the foundation for professional goals and identification of professional development needs.

  6. Performance Rating Scale • Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance • Proficient – Demonstrated basic competence on standard(s) for performance • Accomplished – Exceeded basic competence on standard(s) of performance most of the time • Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance • Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance

  7. Teacher Responsibilities: • Know and understand the North Carolina Professional Teaching Standards • Understand the North Carolina Teacher Evaluation Process • Prepare for and fully participate in each component of the evaluation process • Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals. • Develop and implement strategies to improve personal performance/attain goals in areas identified individually or collaboratively identified.

  8. What Does This Have to Do With Student Assessment? • Standard IV- Teachers facilitate Learning for Their Students • Standard V- Teachers Reflect on Their Practice Video Clip- Vision of K-12 Student Today

  9. Formative Assessment • Provides information on what an individual student needs • -To practice • -To have re-taught • -To learn next • Teachers responding to identified learning needs and strengths by modifying their teaching approaches. • Assessment FOR Learning

  10. Summative Assessment • Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned. • Summative assessment methods are the most traditional way of evaluating student work.

  11. The Garden Analogy If we think of our children as plants … Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants. Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.

  12. Summative ‘…assessment (that) has increasingly been used to sum up learning…’(Black and Wiliam, 1999) ‘… looks at past achievements … adds procedures or tests to existing work ... involves only marking and feedback grades to student … is separated from teaching … is carried out at intervals when achievement has to be summarized and reported.’ (Harlen, 1998) Formative ‘… often means no more than that the assessment is carried out frequently and is planned at the same time as teaching.’ (Black and Wiliam, 1999) ‘… provides feedback which leads to students recognizing the (learning) gap and closing it … it is forward looking …’ (Harlen, 1998) ‘ … includes both feedback and self-monitoring.’ (Sadler, 1989) ‘… is used essentially to feed back into the teaching and learning process.’ (Tunstall and Gipps, 1996)

  13. Assessment FOR Learning • Questioning • Descriptive Feedback and Corrective Instruction • Peer- and Self-Assessment • Traffic Light Technique Video Clip • Formative Use of Summative Tests • Second Chances to Demonstrate Success

  14. 21st Century Teaching Standards and Student Assessment

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