Presentation on theme: "David M. Callejo Pérez & Sebastían R. Díaz West Virginia University Organizing Student Progress Data."— Presentation transcript:
David M. Callejo Pérez & Sebastían R. Díaz West Virginia University Organizing Student Progress Data
Occurs All Day LongDrives TeachingNot Subject SpecificIncludes the Learners Life Engages Learners, Teachers, and Parents, Collectively Based on Developmental Standards Engages Teachers, Learners, Parents, and Administrators to Take Ownership of School Performance Focuses on the Whole Person
What is the Impact of Data and Learning and Teaching? How Should We Organize and Preserve All This Data? How Should we Collect and Evaluate It? What Assessment Data Should we Collect?
Teachers assess for learning when they: Clear understanding of learning goals/outcomes Relate these understandings to their students Construct learning activities that yield rich assessment data Incorporate assessment information into descriptive feedback to increase students understanding of the learning experience Adjust teaching, goals, objectives, approaches based on findings from ongoing research Teach students to assess themselves to initiate some metacognitive processes Develop students ability to articulate their current level of knowing
Linguistically Diverse Learners Impact of language and culture on learning. Developmentally Diverse Learners NCLB and Special Education. Policy Considerations Legislation, law, and contexts of educational language Technical Considerations Validity and Reliability of Assessment Involving Parents Who are they; if children are diverseAre their parents not diverse too?
What Constitutes Evidence of Thinking? Thinking Made Visible Gathering Thinking Evidence Daily Anecdotal Notes Parents as Co-Observers Student Records of Thinking Evidence Written Reflections Multiple Successful Performances Organizing and Storing Data Effectively Considerations for Diverse Populations
Triangulating Evidence of Skill and Competency Cross-Checking Data Data-based Decision Making Dealing with Unmet Standards Examine Time Management Are Learning Opportunities Appropriate? Seek Alternative Data Sources Reporting Acquisition