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U SING M ULTIPLE A SSESSMENTS TO E VALUATE S TUDENT L EARNING IN THE S OCIAL S TUDIES Lee-Anne T. Spalding, Ed. D. Chapin, R. (2009). Elementary Social.

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Presentation on theme: "U SING M ULTIPLE A SSESSMENTS TO E VALUATE S TUDENT L EARNING IN THE S OCIAL S TUDIES Lee-Anne T. Spalding, Ed. D. Chapin, R. (2009). Elementary Social."— Presentation transcript:

1 U SING M ULTIPLE A SSESSMENTS TO E VALUATE S TUDENT L EARNING IN THE S OCIAL S TUDIES Lee-Anne T. Spalding, Ed. D. Chapin, R. (2009). Elementary Social Studies: A Practical Guide 7 th Edition. Pearson: Boston, MA.

2 T ESTING D EFINITIONS …

3 Assessment- the process for gathering information about student learning ( most common example- paper and pencil tests ) Evaluation- the judgments and interpretations on how well students have achieved ( common examples- letter grades {A,B,C} and rankings {Satisfactory, Unsatisfactory; Demonstrated, Not Demonstrated} Testing- the procedure for gathering data to check is learning objectives have been achieved Value Added Assessment- refers to proficiency or achievement at year’s end and growth or progress on end of the year tests ( NCLB & AYP )

4 P URPOSE OF A SSESSING /T ESTING Check to see if the objectives have been achieved EXPERTS suggest that teachers: Determine if standards/objectives have been met Use multiple measures to assess student achievement Use assessment to guide instruction Make formative evaluations ( throughout) Make summative evaluations ( end of unit-compare to pre- “test”) EXPERTS worry- Poor teaching practices that “teach to the test” “Drill and Kill” instruction Cheating

5 F EDERAL AND S TATE R OLES IN T ESTING

6 NCLB No Child Left Behind Act of 2001 Biggest education reform act in a quarter century Passed House (381-41) and Senate (87-10) All schools were to be held to high, measurable standards to increase student achievement for all groups; these standards set by individual states Broad accountability; testing to take place in grades 3-8 (*FCAT) Failing schools faced serious sanctions (ie. Vouchers, replacement of staff, converting to charter status ) Revised

7 *FCAT Created by the state of Florida as required by NCLB Will cease to exist in FL in 2014 but will be replaced by another high-stakes test High stakes/standards based testing- rewards and penalties directed at… Students- promotion/retention Administrators- loss of job or a transfer Districts- State could take direct control over school or district

8 I NTERESTING “T AKE ” ON NCLB This is the football version of what is going on in education right now. For all educators in and out of the education system: All teams must make the state playoffs and all MUST win the championship If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable. If after two years they have not won the championship their footballs and equipment will be taken away UNTIL they do win the championship. All kids will be expected to have the same football skills at the same time, even if they do not have the same conditions or opportunities to practice on their own. NO exceptions will be made for lack of interest in football, a desire to perform athletically, or genetic abilities or disabilities of themselves or their parents. ALL KIDS WILL PLAY FOOTBALL AT A PROFICIENT LEVEL! Talented players will be asked to workout on their own, without instruction. This is because the coaches will be using all their instructional time with the athletes who aren't interested in football, have limited athletic ability or whose parents don't like football. Games will be played year round, but statistics will only be kept in the 4th, 8th, and 11th game. This will create a New Age of Sports where every school is expected to have the same level of talent and all teams will reach the same minimum goals. If no child gets ahead, then no child gets left behind. If parents do not like this new law, they are encouraged to vote for vouchers and support private schools that can screen out the non-athletes and prevent their children from having to go to school with bad football players.

9 NAEP National Assessment of Educational Progress Mandated by Congress since 1969 Measures student growth; criterion based Large samples of American students tested in grades 4, 8, 12 Results generalized to the entire nation Shows the strengths and weaknesses of American students; Nations Report Card Two NAEP assessments- one does cover SS; the other covers reading,writing, math and science

10 P ERFORMANCE B ASED A SSESSMENT

11 AKA…A UTHENTIC A SSESSMENT One example: Portfolio- file or folder of student work collected over time Elements: Learner goals or objectives Guidelines for selecting student work ( Teacher HB ) Table of Contents Work Samples (chosen by teacher and student) Multiple assessments (tests)/evaluations (rubrics)

12 P APER AND P ENCIL T ESTS

13 T YPES OF … Short answer Multiple choice Matching T/F or binary MUST align with instructional objectives Often not teacher created but prepared tests that accompany the adopted text

14 I NFORMAL E VALUATIONS

15 T YPES OF … Students answering questions Student self-evaluation/reflection Questionnaire Learning Log- What more could I learn? Games Jeopardy Twenty Questions IWB games Observation ( most common and used ) Class or small group discussion Oral reports, presentations, role play, dramatizations, etc

16 C ONFERENCES, O PEN H OUSE, G RADES AND R EPORT C ARDS

17 G RADES AND R EPORT C ARDS Typically A-F; different point scales exist Three to Four grading periods; each include a progress report and report card Sample report card or just discuss latest SCPS version; narrative to extremely general Learning goals and scales used in class; scales of =minimal understanding; 2=sort of; 3=got it and 4=advanced understanding LEVEL THREE is considered mastery!

18 H OW WOULD YOU CREATE A FRIENDLY ENVIRONMENT FOR O PEN H OUSE ? Have a nice, clean classroom. Have class projects displayed around the classroom. Have student-made books on the bookshelves in the reading center. Have a DVD slideshow of the students engaging in everyday class activities. Have an agenda on the student’s desk for the parents to read. Have snacks for the parents set up at a table. Have a “my family” bulletin board of students and their various family members.

19 W HAT WOULD YOU SHARE WITH PARENTS AT O PEN H OUSE ? Show daily schedule. ( Classroom Scavenger Hunt ) List your classroom rules and expectations. Give brief personal background and education. Communicate the goals for the year. Share some fun activities planned for the year. Have sign up sheets for conferences, addresses… Show work that students have done (class book or a video of what they do (with signed parental consent). Have an information board or classroom website (Fields). Leave some time for questions. Give an explanation of teaching methods.

20 H OW WOULD YOU SPEAK TO PARENTS ? W HAT WOULD YOU WEAR ? Use formal English with a friendly tone. Don’t talk down to parents. Be prepared with ideas and information. Dress professionally: -no revealing/tight clothing (low cleavage, short skirts) -functional shoes -no visible tattoos or body piercings -wear appropriate jewelry, makeup, hairstyles etc.

21 H OW WOULD YOU PREPARE FOR A CONFERENCE ? Prepare ahead of time. Complete conference form in advance with topics needing to be discussed. Practice what you will say. (Sandwich technique) Gather evidence: student’s work, favorite activity, etc. Prepare your conference setting (adult chairs)

22 W HAT WOULD YOU SHARE WITH PARENTS AT A CONFERENCE ? Child’s progress - academic, physical, social Child’s behavior (sandwich technique- good, bad, good) Child’s daily routine and examples of work Introduce new and upcoming curriculum and events. Discuss parents and your own concerns, comments, questions. Provide at home activities to foster learning and growth in the child’s “problem” areas.

23 H OW SHOULD YOU SHARE DIFFICULT INFORMATION WITH PARENTS ? E XAMPLE : T HE CHILD IS RETAINED. Hold regular conferences with at-risk children’s parents so they are not surprised. Provide documentation and examples of the student’s work Have another professional present. It should definitely be a face-to-face conference. Provide information for the parents on the positive effects. Provide the parent with information on how to help.

24 M EET THE T EACHER P OEM As sugar and flour come together to make A wonderful cookie creation that you bake, Parents and teachers join as one To create an educated daughter or son. It takes lots of love, caring and understanding But an individual will emerge who is special notwithstanding. We will work together to help each child bloom So they can grow and prosper as they learn in this room. So I share this little confection with you as I say I am committed to helping your child grow each and every day. Yes, the road is long, but the journey's begun As we strive together to educate your daughter or your son. This year I am going to put a baggie with 2 cookies in it on the desk for the parents with the following poem:

25 O PEN H OUSE S CAVENGER H UNT Please complete the following scavenger hunt: 1.Find your child’s seat and leave them a note to be read in the morning. 2.Find 3 pieces of your child’s work in our classroom. 3.Please sign up for a conference time and record it. 4.Find the calendar and look at all of the activities we do. Ask your child to sing the “Months of the Year” song when you get home. 5.Find the classroom number and write it on the line provided: 407- ______________ 6. Please find the Giving Tree and take an apple for anything you’d be willing to donate to our class! Thank you for coming!


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