Nebraska Assessment Cohort

1. Nebraska Assessment Cohort Debbi Bandalos, University of Nebraska-Lincoln Leslie Lukin, Lincoln Public Schools Delwyn L. Harnisch, University of Nebraska-Lincoln

2. Nebraska Assessment System • Local control of assessment system • Can develop local assessments of state standards • Must document the quality of locally developed assessments • Emphasizes the importance of classroom assessment • Requires high level of assessment literacy

3. Structure of Cohort • Targets experienced classroom teachers (20-25 per cohort) • 18 graduate credit hours • 6 hours, summer workshop • 6 hours, practicum during school year • 6 hours, summer workshop • Co-taught by UNL faculty and K-12 assessment specialist • Project-based assessment of participant learning • Preparing teachers for leadership roles

4. Content for First Summer Teachers will develop the skills necessary to: • Develop assessments to fit into specific contexts • Develop assessments that reflect specific achievement targets • Select from among a variety of assessment methods to fit the context

5. Content for First Summer Teachers will develop the skills necessary to: • Control for relevant sources of bias • Rely on student involvement to motivate students

6. Content for Second Summer Teachers will develop the skills necessary to: • Identify what data needs to be collected and analyzed to provide sufficient evidence of the quality of an assessment • Identify what data is needed in various contexts to support decision-making at a variety of levels

7. Content for Second Summer Teachers will develop the skills necessary to: • Develop an assessment plan to generate the types of data needed • Accurately interpret the results from a variety of statistical analyses • Identify the decision-making implications of various types of data

8. Project-Based Evaluation • Projects represent “real” assessment work • Allows participants to apply knowledge and skills to their own personal work contexts • By sharing projects, the emphasis is on the “community of learners” • Includes opportunities for both self- and peer-evaluation

9. Participant Self-Assessment of Competencies • Establishing clear and appropriate learning targets • Users and Uses of Assessment • Matching standards to targets • Sampling and sources of bias

10. Clear and Appropriate Learning Targets • Skilled Know and can articulate enduring skills important for students to master • Practiced Know what it takes • Aware Know what is important but not sure where to begin • Beginner Not sure what learning targets are

11. Clear and Appropriate Learning Targets Percentage

12. Users and Uses of Assessment • Skilled Understand the various purposes of classroom assessment and can balance them • Practiced Know various users of classroom assessment and now experimenting • Aware Aware of need to have clear and appropriate users and uses, but need assistance in articulating thoughts • Beginner Not considered various users and uses of assessment

13. Users and Uses of Assessment Percentage

14. Matching Methods to Targets • Skilled Understand broad range of assessment options, when to use each, use all types on regular basis • Practiced Trying many types of assessments, but need fine tuning • Aware Aware of need to match assessment and methods, but not sure what to do or where to start • Beginner Not sure what is meant by matching targets and methods

15. Matching Methods to Targets Percentage

16. Sampling and Minimizing Potential Sources of Bias • Skilled Understand importance of eliminating bias and distortion in assessments and skilled in both • Practiced Can do many things in both, need practice • Aware Understand this is a problem, but don’t know how to proceed • Beginner Know bias and distortion exist, but don’t know how it applies to me

17. Sampling and Minimizing Potential Sources of Bias Percentage

18. Comments from a Participant • Teresa Eckhout, Teaching Assistant