Blending Assessment with Instruction (BAIP)

1. Blending Assessment with Instruction (BAIP) Development History January 2008

2. 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.

3. 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.

4. Enhanced Student Achievement Curriculum Alignment Goals

5. Standards Based Curriculum Standards Based Assessment NCLB

6. Translating Standards to Instruction Aligning Assessment with Instruction Challenge

7. Student Performance A Y P Consequence Teacher Performance

8. Technology Research Based Practices Opportunities Standards National Assessment Climate

9. Alignment Teacher Lessons Student Tutorials BAIP Solution Immediate Feedback

10. Student Learning Opportunity Instruction Assessment

11. BAIP Validation Procedures • Researched state assessment impact • Engaged subject matter experts (SMEs) • Reviewed research-based practices • Reviewed web-based supports • Engaged technical designers

12. Development Procedures • Determined requirements for lesson design • Identified technology needs • Developed preliminary lesson design • Validated the design – repeat review • Developed-validated online lesson • Repeated same steps for tutorial design • Created prototypes • Developed content for prototypes • Revised based on formative input

13. Lesson/Tutorial Field Testing Procedures • Conducted internal reviews • Alpha tested • Conducted external reviews • Revised

14. Initial Phase Established selection procedures Established two-teacher teams Provided writing guidelines and samples Communications via email/voice Second Phase Recruited teachers with assistance from KNEA 38 writers recruited from across the state Recruited SME writers Lesson Writers

15. Lesson Writing Process • Assign assessed indicators • Writer writes lesson within 2 weeks • Completed lesson reviewed by SME • Feedback provided to writer • Writer completes edits • Lesson prepared for the web

16. Tutorial Writers • Selected subject matter experts familiar with: • Standards • Textbook authoring • Test preparation • Math instruction • Writer prepares content for tutorial model

17. Tutorial Writing Process • Assign assessed indicators • Specifications for tutorial model • Writer submits content according to specifications • SME reviews content • Tutorial prepared for the web • Writer reviews web version • Final edits made

18. BAIP Management System • Transfers data immediately to teacher’s account • Teachers can assign and monitor student performance on each tutorial • Provides individual student and classroom performance data on each tutorial • Data are presented in graphic form

22. Lessons Learned • 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 always 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

23. Future Directions • Modify BAIP resources based on field test results • Enhance instructional strategies for students with special learning needs • Begin developing BAIP resources for other subjects