Blending Assessment with Instruction Program (BAIP)

1. Blending Assessment with Instruction Program (BAIP) BAIP Power Point Presentation Legacy Document 1

2. Blending Assessment with Instruction Program (BAIP)Implementation: Training Planning Session Center of Educational Testing and Evaluation University of Kansas July 26, 2007

3. The BAIP Vision of CETE The reality…. • The need for instructional support to compliment Kansas Assessments has been a ten year goal of CETE. • Curriculum and assessment standards must be aligned with instruction • Teachers need resources to help them in the alignment process • All students benefit from instruction aligned with curriculum and assessment standards. • Today’s technology enhances the design and distribution of instructional resources for teachers and students.

4. The BAIP Vision of CETE The future… • BAIP has been designed to fulfill the instructional vision of CETE. • BAIP strengthens the practice of evidence based decision making. • The principles and design of BAIP generalize to other subjects. • BAIP has implications for teacher education • BAIP has implications for parent involvement in instruction. • BAIP represents a major development effort that is in place for the future.

5. BAIP Development Process

6. BAIP Includes instructional resources that: • Align curriculum and assessment standards • Enhance teacher knowledge • Are self-contained for teachers • Provide immediate feedback to teachers

7. We were diligent in systematically creating the lesson and tutorial designs by: • Researching the literature • Reviewing best practices • Engaging Subject Matter Experts (SMEs) • Subjecting prototypes to review • Developing content for prototypes • Testing designs with content

8. Writer Selection and Training • Schools with record of continued improvement • KNEA recommendations • Experienced content developers • Trained writers in specification of lesson and tutorial designs • Sample lessons and/or tutorials provided • Close monitoring of writing process

9. Writing Process • Standards/indicators provided • Draft submission required • Internal review of draft • SME detailed content review • Feedback provided in detail • Repeated the process • Only effective writers retained

10. Technology • Experienced technology staff • Experienced content management staff • Math oriented data entry staff • Graphics reviewed by SMEs • Interface designs aligned with focus on BAIP • Production closely monitored and refined

11. Evaluation • Alpha testing completed by internal staff • SME review • External review • Pilot testing

12. Lessons Learned • Elementary teachers are oriented toward math activities rather than teaching concepts • Relating indicators to teaching concepts and applied examples is important to teachers • Writing lessons against a research-based model is difficult but effective • Language of math is not uniform among teachers • Activities are easier to write than teaching concepts • For standards to be understood, the focus must be on teaching concepts • Teachers appreciate the self-contained model • Assessment, subject matter, technology instruction and content management expertise are central to creating BAIP type products • Need for district-wide or building-wide commitment to formative data collection • Pilot test indicates BAIP makes a difference

13. BAIP Demonstration http://elearndesign.org/baip_site/

14. John Poggio Co-Director of CETE Phone: 1- 785-864-9605 Email: jpoggio@ku.edu Ed Meyen Co-Director of the eLearning Design Lab Phone: 1-785-864-0675 Email: meyen@ku.edu Diana Greer BAIP Project Coordinator Phone: 1-785-864-0452 Email: dgreer@ku.edu Cheryl Harrod Assistant Director of the eLearning Design Lab Phone: 1-785-864-0760 Email charrod@ku.edu Contacts