Competencies: Course Objectives KTS Advanced Level ISTE SISI EPSB CAEP 21st Century Skills Outcomes 1. Demonstrate understanding of testing practices used in Kentucky. 1, 3, 5, 10 1.3, 2.4 2 Diversity Assessment Literacy Closing the Gap Digital Literacy Analysis of Test Writing Examine test questions and level of thinking/response required. 2. Analyze KPR test scores incorporating Digital Literacy, Effective Communication, and Inventive Thinking skills. 1, 5, 10 2.4 2 Diversity Assessment Closing the Gap Digital Literacy Analysis of Essay Leadership Reflective Journals. Assessment literacy activity and discussion of points. Balanced assessment 3. Develop appropriate and high quality tests and rubrics using a variety of test question types that address assessment for learning. 1, 5 2.4 3.0 2, 7 Assessment Literacy Closing the Gap Digital Literacy High Productivity Inventive Thinking Effective Communication Testing Writing Discussion of formative and summative assessments Share data on use of formative strategies 4. Interpret standardized test scores and explain results to students, caregivers, and other school personnel. 1, 3, 5, 10 2.4 3.0 2, 7 Assessment Literacy Closing the Gap Digital Literacy High Productivity Inventive Thinking Effective Communication Standardized Test Analysis Leadership Reflective Journals 5. Demonstrate 21st century skills such as Inventive Thinking and Effective Communication to develop different types and styles of assessments (formal and informal, as well as formative and summative). 1, 5 2.4 3.0 3.1 2 Assessment Closing the Gap Digital Literacy High Productivity Inventive Thinking Effective Communication Performance Assessments Standardized Test Analysis Text complexity from KAS Quantiles – explore web site Quantile placemat Lexiles
6. Interpret student test data to identify strengths and/or areas for growth in the 21st century classroom. 1, 5 2.4 2 Diversity Assessment Literacy Closing the Gap Effective Communication Standardized Test Analysis Examine test questions and of thinking/response required. Bold = Continuous Assessment Class Dates, Activities, and Assignments Always have text chapter read for the upcoming week’s discussion Date Activities Assignments Week – 1 August 20-25 Introductions New Accountability Model What is your understanding? CHETL/teacher evaluation model Formative and Summative assessment CASL Discussion of chapter - 1 Classroom Assessment: Every Student a Learner Accountability for Learning Chapter – 1 the A- “Word” Why People Hate Accountability Discuss Accountability White paper from KDE Review document Discuss formative and summative assessments Share data on use of formative strategies Read the Accountability White Paper Characteristics of Highly Effective Teaching and Learning (CHETL) CHETL Assignment Find your content CHETL document Complete CHETL work sheets of section 1 and 2 Week – 2 August 27-31 Assessment Literacy Balanced Assessment EPAS College and Career Readiness Program Reviews CASL Discussion of Chapter - 2 Clear Purpose: Assessment FOR and OF Learning Discussion of Chapter 3 Clear target Assessment literacy activity and discussion of points. Balanced assessment – CASL EPAS system and new standards How do you ensure that your students have targets? What changes are acceptable? How do we deconstruct standards? Reflection 1 Due – August 25 CASL chapters 2 - 3
Accountability for Learning Chapter – 2 Accountability Essentials: Identifying and Measuring Teaching Practices Week – 3 September 4-7 CASL Discussion of Chapter - 4 Design Discussion of Chapter - 5 Selected Response Assessment Accountability for Learning Chapter – 3 The Accountable Teacher Program review documents and regulations from KDE How does my school support all of the program review components? Explore other states’ released test items. Look at format, assess level of questions, Examine test questions and level of thinking/response required. CCR due Read Balanced Assessment Manifesto by Rick Stiggins (blackboard) CASL chapters 4 - 5 Saturday – September 08 Week – 4 September MC questions CASL Discussion of Chapter - 6 Written Response Assessment Discussion of Chapter - 7 Performance Assessment Accountability for Learning Chapter – 4 Teacher Empowerment: Bottom-up Accountability ORQ power point – work with question type On Demand requirements and strategies KASC materials for short answer Reflection - 2 Due September 15 CHETL Assignment due September 16 CASL chapters 6 - 7 Week – 5 September Written response ORQ – types, writing of, scoring of On Demand writing Short answer questions CASL Discussion of Chapter - 8 Personal Communication as Classroom Assessment Discussion of Chapter - 9 Record Keeping: Tracking Student Learning Accountability for Learning Chapter – 5 A view from the District Text complexity from KAS: Quantiles – explore web site Quantile placemat Lexiles Analysis of student work protocols point. Discussion of use in schools – how used and benefits – for students and teachers. CASL chapters 8 - 9 Week – 6 September Text complexity Quantiles CASL Discussion of Chapter - 10 Target method powerpoint (on web page) writing test for upcoming material you will teach. Be sure to use ideas and concepts we have discussed in class Reflection – 3 - Due Saturday – September 28 (This one needs to be about the process for determining text complexity) Have KDE Advisory
Converting Summative Assessment Information into Grades Discussion of Chapter - 11 Portfolios Accountability for Learning Chapter – 6 The Policymaker’s Perspective CASL Chap 10-11 Assess a piece of literature using KDE system of determining text complexity. Test writing assignment: get questions answered. Due on September 25: Choose a protocol and outline the procedures for implementation in your school as if you were going to conduct this with other teachers. The objective of this assignment is that you in a position of leadership learn how to use a "Tuning Protocols" of assessments This is your final paper/exam. Week – 7 October 1-5 ILP Advising Model Analysis of student work protocols CASL Discussion of Chapter – 12 Conferences About and With Students Accountability for Learning Chapter – 7 Putting it All Together: Standards, Assessments and Accommodations Performance assessment guidelines Read and discuss CDL info Read and discuss FAL Write a performance assessment task and scoring rubric for your classes Due: October 02 Assessment task and rubric CDL or FAL Write performance assessment and rubric Week – 8 October 08-12 Target method match in testing Test Writing Project and Rubric Performance Assessment task and rubric Collaborative Design Literacy Formative Assessment Lesson Effective PLCs (power point) Discuss PLC and function in schools, Reflection – 4 - Due Thursday – October 4 Final Paper due Thursday October 4 All assignments due. Thursday October 4 LINDSEY WILSON COLLEGE STATEMENTS FOR INCLUSION IN THE SYLLABUS 2018-2019 Academic Integrity
the same course requires the approval of the site enrollment coordinator for the campus. Permission to add courses will not be given after the last date for late registration. Authorization for dropping a course will not be approved after more than 75 percent of the instructional days for a course are completed, as indicated by the college’s academic calendar. If changes are not properly approved and officially reported as stated above, students will receive a grade of F in the courses for which they are officially registered, and they will be charged for all such courses. Students will not receive credit for changed or added courses unless they officially register for those courses. Bibliography: Bernhardt, Victoria. (1999). School Portfolio: Comprehensive Framework For School Improvement, (2nd ed.). Larchmont, NY: Eye on Education. Bernhardt, Victoria. (2000). The Example School Portfolio: A Companion to The School Portfolio. Larchmont, NY: Eye on Education. Freiberg, J., & Driscoll, A. (2000). Universal teaching strategies (3rd ed.). Needhan Heights, MA: Allyn & Bacon. Kentucky Department of Education (2006). Combined curriculum documents, 4.1. Frankfort KY. Division of Curriculum Development. Kentucky Department of Education (2006). Program of studies for Kentucky school: GraAlldes primary – 12. Frankfort KY. Division of Curriculum and Assessment Development. Rogers, S., & Graham, S. (2000). The high performance toolbox. (3rd ed.). Evergreen, CO: Peak Learning Systems. Silver, H., Strong, R. & Perini, M. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: ASCD. Sprenger, M. (1999). Learning & memory: The brain in action. Alexandria, VA: ASCD. Strong, R., Silver, H., & Perini, M. (2001). Teaching what matters most: Standards for Raising student achievement. Alexandria, VA: ASCD. Wong, H., & Wong, R. (1991). The first days of school: How to be an effective teacher. Sunnyvale, CA: Harry K. Wong Publications.