9. Assessment and Parent Involvement 3210

7/27/2019 9. Assessment and Parent Involvement 3210

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Assigned Outside Reading

Thomas, J., Allman, C., & Beech, M. (2004).Assessment for the Diverse Classroom: A Handbookfor Teachers. Tallahassee, FL: Florida Departmentof Education. Chapters 1, 2, and 5. (very readable!)

Svinicki, M.D. (2004). Authentic Assessment:

Testing in Reality. New Directions for Teaching andLearning, 100, 23-29.

Epstein, J.L. (2010). School/family/communitypartnerships: Caring for the children we share. Phi

Delta Kappan, 92(3), 81-96.


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Purposes ofClassroom Assessment

Formative Assessment

Conducted before or duringinstruction to facilitate

instructional planning For example, pre-tests to

determine prior knowledgeor to see their beginning

level of skill readiness Helps forminstruction

Pre-assessment and ongoingphases of assessment

Summative Assessment

Conducted afterinstruction to assess

students final mastery

For example, end of unittests or final exams

Helps summarizelearning

Final phase ofassessment


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Multiple-Choice Items

Item including stem and group ofoptions, one of which is the correctanswer

Stem: question or statement portionof item

Distractors: each of the incorrect alternatives

Allows for: Assessing breadth of content

Assessing lower and higher-order reasoning

Ease in scoring


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Multiple-Choice Items

Tips for Use

Question has single focus

Limit negative wording Distractors are of comparable technical language and

length and grammatically consistent with stem

Vary lower and higher-order reasoning items Vary position of correct answer in options

Instructional validity: extent assessment is areasonable sample of what went on in class


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Essay Items

A constructed-response test item calling for aresponse of a few sentences or up to several pages

Good for assessing higher-order reasoning & writingskills

Rules out lucky guessing

But covers less breadth of content Limit to only a few per test

And more challenge in scoring Grade essays anonymously

Grade all responses on one before proceeding to next essay

Use scoring rubric: outlines criteria for correct response

and includes a rating scale for assigning points


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Alternative Assessment

New directions in assessment complementtraditional tests with alternative types ofassessment

Performance and Authentic Assessment

Portfolio assessment

Next slides offer more detail.


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Performance andAuthentic Assessment

Performance Assessment Going from knowing to showing by using actual

performances

Authentic Assessment Evaluating students knowledge in a way that

approximates a real world task

Examples that incorporate both Oral presentations, conversing in a foreign

language, lab demonstrations, writing an editorial,divide a recipe in half to cook for only two or plan a

family budget (or real-world problem solving)


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Performance andAuthentic Assessment

Advantages Ties assessment to real-world skills

Gives a truer picture of students understanding

because they are putting knowledge to use Coordinates multiple skills or content areas

However, they require extensive time and pose somegrading challenges

Tips for Use: Use scoring criteria like checklists or rubrics

Share scoring criteria with students

Share examples of stellar work


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Portfolio Assessment

Systematic and organized collections ofstudents work that demonstrate studentsskills and accomplishments

May include Written work or poetry

Graphs, diagrams, or snapshots of displays

Audio or video-tapes of presentations or foreignlanguage interviews

Lab reports or logs

Self-assessment or self-reflective journal entries

Peer or teacher observations/evaluations


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Portfolio Assessment

Growth Portfolios document improvement bypresenting work in progress

Best-Work Portfolios document finalaccomplishments by showcasing completed work

Advantages of Portfolios Capture complex nature and breadth of students

achievement Encourages students self-reflection and academic

confidence

However, they require extensive time and posesome challenge to grading


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Portfolio AssessmentTips for Use

Have students includeelements of their self-reflection

Share stellar models ofportfolios with studentsbeforehand

If scoring, develop scoring

criteria beforehand


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Self-Assessment

Having students evaluatetheir own work and levelsof understanding

Asks them to take anactive role and assumeresponsibility for theirlearning

Examples: Checklists oftheir knowledge of majortopics; Assessing qualityof their work against

rubrics


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Self-Assessment:

Ask Students To Engage in opportunities topractice self-assessment

Identify individual improvement

against important courseobjectives

Use what they learn to create ormodify their learning goals

Take responsibility for theirsuccesses; learn from mistakes

Remember, self-assessment is a critical element to

students self-regulated learning!


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Standardized Testing

Why are they called standardizedtests?

Developed, administered and scored in astandard manner


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Interpreting

Standardized Test Results Norm-Referenced Testing

Scores evaluated in reference to the

performance of a norm group

Norm group: A sample of individuals who havealready taken the test

Under similar conditions and Who are carefully chosen to reflect the larger

population of students for whom a test is intended


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Interpreting

Standardized Test Results Criterion-Referenced Testing

Scores are evaluated according to a setperformance standard

For example, students must score a 70 outof 100 to earn a passing score


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Types of

Standardized Tests Aptitude

Purpose is to predict a students future

performance (or capacity to learn giveninstruction) Scholastic aptitude

Aptitude for specific occupations or skill areas

Examples familiar to you

SAT or ACT (for undergraduate admission)

GRE


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Types of

Standardized Tests Achievement

Purpose is to measure how much student has learned

Achievement batteries FCAT (math, reading, science and writing)

CLAST and GK (subtests in essay, Englishlanguage skills, reading, and math)

In contrast to single-subject tests (only onedomain)

Special-purpose achievement tests

FTCE (PEd and SAE)


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Using Assessment Data

to Inform Educational Practice Document achievement and aid

in determining final grades

Reflect on best teachingpractices and to improveinstruction

Identify students in need of

remediation, continuedscaffolding, and supportiveresources including enlistingparent involvement

P t T h C f


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Parent Teacher Conference

Sample Agenda

Student: _________________

Date: _________________Guardians: _________________

Student Strengths:

Concerns:

Suggested Solutions:

Allowing Time for:Parent Questions

Reflecting on Progress

Source: Shalaway, L. (1993). Perfecting Parent Conferences. The Instructor, July/August 1993, pg.58-65.

Planning the

Conference

Outline Goals

Consider

materials andsetting

Agenda asseen here


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Parent-Teacher

Conferences Conducting the Conference

Avoid educational jargon

Listen to and respect their viewpoint while takingtime to explain your perspective

Effective communication skills TET!

After the Conference: Reflect on progress made What solutions were agreed upon

Consider following-up with parent

Keep document on file for your records


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Telephone Calls and LettersFor positive reports too!

Letters Home

For letters home onindividual basis due to

academic performanceor discipline concerns .

Convey studentstrengths as well asconcerns you have

Could also be forpositive reasons!Positive motivator!

Telephone Calls

Conference tips apply:

Convey studentstrengths as well asconcerns you have

List of questions youhave for parents

Suggested strategies

Effective communicationthat avoids jargon

Close by reviewing goals& timelines developed


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Benefits of Parent

Involvement

Students academic achievement Positive student attitudes

Better student attendance

Higher educational aspirations among students

Greater student willingness to do homework Positive parent attitudes about school

Teachers benefit from parent opinions,

assistance, and perspective

Benefits of Parent Involvement: Students Perspectives (6 minutes)

http://www.youtube.com/watch?v=YfJGqG-b1uY&feature=related
http://www.youtube.com/watch?v=YfJGqG-b1uY&feature=relatedhttp://www.youtube.com/watch?v=YfJGqG-b1uY&feature=relatedhttp://www.youtube.com/watch?v=YfJGqG-b1uY&feature=relatedhttp://www.youtube.com/watch?v=YfJGqG-b1uY&feature=related


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First Newsletter

Expectations for year

Classroom management

plan Contact information

Volunteer information

Big student

projects/field trips

Ongoing Newsletter

Student projects Activity calendars

Student recognitionfeature School events Community events

Volunteer information Your contact information

NewslettersAnother way to communicate with parents


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Parent Bulletin Board

School-wide projects

Student recognition School events

Community events

Administrator/departmentleader contact information

Volunteer information


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Other Activities

Homework Assistance Creating a quiet study place at home Being involved and offering assistance

Reviewing and signing off on childs homework Attending School Events

PTO/PTA Open houses Plays and athletic events Family reading nights

Volunteering


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Barriers to Involvement

1. Scheduling conflicts

School events: Possibilities for school providingchildcare & transportation?

Conferences: Flexible times around parentswork schedules

Volunteering: Finding the right involvementactivity for their lives and schedules


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Barriers to Involvement

2. Parents may not see as their role

Empower them

Share benefits of parent involvement Show you value parents unique perspectives

Involvement can be based on their strengths andcomes in many forms

Emphasize that the school values involvement Recognize parents who are involved

Home-School Compact Example...


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Example of AHome/School Compact

Staff will...Promote a positive school environment and classroom climate.Study and implement best practices throughout the curriculumFoster effective communication between school and home.

Students will...Respect schoolmates, parents and school staff.Take responsibility for own learning and consequences of behavior.Take notices home to families and share about daily learning.

Families will.....Take responsibility for their child's attendance at school.Take time each day to look at and talk about school work.Attend Family School nights at least one time per year.


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Home-SchoolCommunication Activity

Conceptualize a website for your own classroom.Name the button/links of content you wouldinclude.

Or, conceptualize a newsletter for yourclassroom. Identify the rough sections ofcontent you would include.

Coming together is a beginning. Keeping together

is progress. Working together is success.

- Henry Ford


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External Links

Family Involvement Network of Educators (FINE)http://www.gse.harvard.edu/hfrp/projects/fine.html

National Coalition for Parent Involvement: http://www.ncpie.org/

Northwest Regional Education Laboratory (ParentInvolvement in Educ.): http://www.nwrel.org/scpd/sirs/3/cu6.html

National Parent Teacher Association: http://www.pta.org/
http://www.gse.harvard.edu/hfrp/projects/fine.htmlhttp://www.gse.harvard.edu/hfrp/projects/fine.htmlhttp://www.ncpie.org/http://www.nwrel.org/scpd/sirs/3/cu6.htmlhttp://www.pta.org/http://www.pta.org/http://www.nwrel.org/scpd/sirs/3/cu6.htmlhttp://www.ncpie.org/http://www.gse.harvard.edu/hfrp/projects/fine.html


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Case Study #25,Meaningful Classroom Assessment

Traditional Section:

Small Group activityWeb-Based Section:See Discussion Board!

1. Explain how teachers approach to assessment in this case hasled to student and parent concerns.

2. What assessment suggestions would you offer for maximizingstudent learning and reducing student and parental concerns

surrounding assessment practices in this case?

9. Assessment and Parent Involvement 3210

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