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Assessment, Evaluation and Data (oh my!)

Assessment, Evaluation and Data (oh my!). A necessary EVIL or.. a BLESSING in disguise?. On one side of your note card list 3 ways assessment can be negative. On the other side, list 3 ways assessment can be used positively. Assessment: Building the Beast. Formative Summative Benchmark

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Assessment, Evaluation and Data (oh my!)

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  1. Assessment, Evaluation and Data(oh my!)

  2. A necessary EVIL or..a BLESSING in disguise? • On one side of your note card list 3 ways assessment can be negative. • On the other side, list 3 ways assessment can be used positively.

  3. Assessment: Building the Beast • Formative • Summative • Benchmark • Proficiency

  4. Formative • What: student learning in progress. • Why: to determine the level of learning/ strengths/ difficulties in order to adjust instruction. • When: Ongoing • How: evaluation of understanding through tasks, discussions, behaviors and performance.

  5. Benchmark • What: Measure of understanding of a standard. • Why: Helps determine the rate of progress- are they ready to build to the next level? • When: teaching is complete and students have demonstrated growth through formative assessments. • How: evaluation of understanding through project competition, testing, performance or other artifacts.

  6. Summative • What: measure of student learning. • Why: evidences what students have learned and identifies areas of strength and improvement. • When: at the end of a course of instruction. • How: content knowledge and technical skill.

  7. Proficiency • What: Measure of students overall knowledge and ability. • Why: determination of placement and need for diversified instruction. • When: Yearly/ as needed. • How: Overview of students learning profile as evidenced through portfolios documenting content knowledge and technical skill.

  8. PORTAL: What is assessment like in the arts for YOU? • In Higher Education • As a child • As a student • As a professional

  9. Field Guide: Meet the Beasts • TOR: teacher of record. That is you! • SMARTER balance: assessment system. • MSL: measure of student learning. • Common Exams: another term for MSL- includes benchmarks. • NAEP: National Assessment of Educational Progress • IIS: Instructional Improvement System.

  10. SMARTER BALANCE • SBAC: smarter balance assessment consortium • Adaptive, performance based online testing for common core. • Ready 2014-2015 • Summative and interim assessments

  11. Measure of Student Learning(Common Exams) • Standard 6: Teachers contribute to the academic success of students. The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth. • Arts implementation year: 2014-2015

  12. Format for MSL • Two 40 minute sessions. • One or two days to test. • Administration: TOR plus proctor, or non-TOR • Evaluation options: 2 scores- TOR plus another, 1 score- TOE • LEAs can partner

  13. Common Exams • State developed library of exams for previously non-tested subjects. • Developed by teachers. • Eventually will fit with the SMARTER balance model of adaptive online assessment.

  14. Timeline • Fall 2012: pilot MSLs tested. • Spring 2013: all current MSLs • 2013-2014: bulk of MSLs adapted • 2014-2015: MSLs for all subjects are in place, including the arts.

  15. National Assessment in the Arts • NAEP: National Assessment of Educational Progress • Statistics of student performance. • Fine Arts: creating, performing, responding. • Authentic Task, Constructed Response.

  16. IIS: Data for evaluation and information • Standard 6: your current data is the schools data. • MSLs in arts begin 2014-2015 • Scores from 2014-2015 are 'year 1'. • TOR specific data will be compiled from 14-15, 15-16, 16-17 with actual data for S6 2017-2018.

  17. Forewarned is Forearmed • Work together to align curriculum. • Work together to implement authentic assessment at all levels. • Work together to educate our students and ourselves. • COMMUNICATE!

  18. Questioning Beasts: Put them in the cave. • Questions that you need answers to: write them down and put them into the cave. • We will try to address them at some point during this meeting.

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