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NJSTAMP Data Workshop 2008

NJSTAMP Data Workshop 2008. What Will We do Today?. •Historical Review of the Project •2008 Data Review / 07-08 Comparison •Main Findings from the Project •Now What! Interpretation and Next Steps. History of the Project. •2005 - Writing of the Grant / Award

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NJSTAMP Data Workshop 2008

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  1. NJSTAMPData Workshop 2008

  2. What Will We do Today? •Historical Review of the Project •2008 Data Review / 07-08 Comparison •Main Findings from the Project •Now What! Interpretation and Next Steps

  3. History of the Project..... •2005 - Writing of the Grant / Award •10/05 - Participant Applications Distributed •2/6-7/06 - First Training Sessions •9/27/06 - 2006 Test Data Workshop (16,500)

  4. History of the Project..... •2/8-9/07 - Second Training Sessions •9/25-26/07 - 2007 Test Data Workshop (22,000) •1/28-29/08 - Third Training Sessions •6/2-3/08 - 2008 Test Data Workshop (20,000+)

  5. Goals of the Project...... •Measure Increasing Student Proficiency in a WL. •Determine if Current Curricular Design will Enable Grade 8 Students to DEMONSTRATEProficiency at NH. •Form the Basis for PD that Focuses on the Connection between ASSESSING and TEACHINGfor Language Proficiency. •Provide Baseline Data for the Development of a RevisedStatewide Assessment Policy.

  6. And now for the DATA.....

  7. 08 07

  8. 08 07

  9. Comparison Data 2 Years

  10. •General Findings • Reading scores lower than speaking scores overall... • Reading scores lower than national average (2 years) • Slight improvement in reading over 2 years (NH) • Improved speaking scores each year • Speaking scores higher than national average (NH) • Scores are higher than standards/expectations!!! • Increased Focus and intervention makes a difference!!

  11. BREAK

  12. Now What?

  13. What is Your ASSESSMENT IQ • Why Do We Assess Our Students? • How Do We Assess Our Students? • What is Formative Assessment? • What is Summative Assessment? • What is...Achievement - Performance - Proficiency • What is Self-Evaluation? • What is External Evaluation?

  14. Assessment Modalities •Assessment FOR Learning •Assessment AS Learning •Assessment OF Learning

  15. •Assessment FOR Learning: Formative Assessments Assessments that Guide Learning Progress Checks and Monitoring Achievement and Performance Inform Curricular Design and Improvement Mastery of Pieces and Parts

  16. •Assessment AS Learning: Student Directed Projects Role Playing with Direction and Feedback Interviews with Feedback Self-Evaluation

  17. •Assessment OF Learning: Summative Assessments End of Course - Final Exams Large Scale Assessments Proficiency Assessments External Evaluation - Review Mastery and Control of the SUM

  18. Linguafolio..... •Language Passport - Summary of Skills / “Can Do” Statements •Language Biography - Learner Background •Dossier - Work Samples / Collection of Evidence

  19. Assessment Foundations •Assessment is a process of professional judgment. •Assessment is based on separate but related principles of measurement evidence and evaluation. •Assessment decision-making is influenced by a series of tensions. •Assessment influences student motivation and learning. •Assessment contains error.

  20. Understanding Assessment Practices and Techniques Leads to Better Teaching and Learning

  21. STAMP Standards-based Measurement of Proficiency

  22. Uses of STAMP •Large Scale Test Administration •Program Evaluation •Progress Tracking/Placement •Test Preparation

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