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sheldon reynolds

Smarter Balanced Assessments | Smarter Balanced Assessment Consortium - 1 views

www.smarterbalanced.org/smarter-balanced-assessments

common core assessment math language_arts

shared by sheldon reynolds on 14 Jun 12 - No Cached
  • Smarter Balanced assessments will go beyond multiple-choice questions to include extended response and technology enhanced items, as well as performance tasks that allow students to demonstrate critical-thinking and problem-solving skills.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      This is the group that will be writing the nat'l assessments that NC will use...for those wanting to know what the assessments will look like here it is
  • The performance tasks will be taken on a computer (but will not be computer adaptive) and will take one to two class periods to complete.
  • Smarter Balanced capitalizes on the precision and efficiency of computer adaptive testing (CAT). This approach represents a significant improvement over traditional paper-and-pencil assessments used in many states today
  • ...3 more annotations...
  • A summative assessment administered during the last 12 weeks of the school year. The summative assessment will consist of two parts: a computer adaptive test and performance tasks that will be taken on a computer, but will not be computer adaptive.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      replacing the EOG
  • Optional interim assessments administered at locally determined intervals. These assessments will provide educators with actionable information about student progress throughout the year. Like the summative assessment, the interim assessments will be computer adaptive and includes performance tasks.
    • Elizabeth Hunter
      Elizabeth Hunter on 16 Jun 12
       
      WOW! This is A LOT of useful information and generally, just a lot of information! As for the Optional interim assessments...it is my understanding the DPS is going to do Small Goal Assessments in every school this upcoming year, will those be the DPS created SGAs or will these be what I see here, Interim Assessments, that would provide me with useful, actionable information, that I could use to help my students improve?
  • Once finalized, the content specifications will serve as the basis for the Smarter Balanced system of summative and interim assessments and formative assessment support for teachers.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      Take a look at the links below, I couldnt link them because they were in PDF formation
Katy Vance

Inquiry, Formative Assessment, and Student Learning Communities: Research Reflections R... - 0 views

theunquietlibrarian.wordpress.com/...esearch-reflections-roundtable

unquiet_librarian assessment student_involvement learning research inquiry formative_assesment

shared by Katy Vance on 23 Apr 12 - No Cached
  • Katy Vance on 23 Apr 12
     
    I like this blog post because Buffy Hamilton and Susan Lester work together as a team to incorporate student voice into their assignments as well as identify where students are successful and where students need help.  I especially like how the students are hearing what everyone else is succeeding/struggling with, making it a collective experience. 
Katy Vance

Super Bowl School: What the NFL Can Teach Teachers - TIME - 0 views

www.time.com/...0,8599,2045812,00.html

nfl teachers instruction formative_assesment reflection practice assessment grading

shared by Katy Vance on 11 May 12 - No Cached
  • Katy Vance on 11 May 12
     
    Interesting article sent by Vedle written by his brother & cousin! A good take on formative assessment and relfective practice.
Katy Vance

Assessment tools for a flipped or blended class « Education, Technology & Bus... - 0 views

www.samoore.com/...assessment-tools

assessment flipped classroom tools

shared by Katy Vance on 06 Jul 12 - No Cached
  • Katy Vance on 06 Jul 12
     
    Sheldon, you might like this with your recent interest in flipped classrooms!
sheldon reynolds

Common Core Standards Call for Uncommon Shifts in Practices | K-12 Education Blog - 0 views

blogs.sungard.com/...r-uncommon-shifts-in-practices

common core state standards

shared by sheldon reynolds on 23 Apr 12 - No Cached
    • Katy Vance
      Katy Vance on 23 Apr 12
       
      I like how they mentioned the importance of focusing on developing the curiosity, investigations and innovative thinking.  Some of our students are going to be REALLY challenged by this!
    • carissa june
      carissa june on 23 Apr 12
       
      I like the mention of integrating technology use for the teachers as a means for professional development!
  • Teachers will have to learn new strategies for helping all students reach to a higher level of thinking.  There will be more work on interpreting, explaining, reasoning with evidence, drawing conclusions, summarizing, and evaluating. Lessons will have to be designed that address ways for teachers to develop the curiosity, investigations, and innovative thinking that the common core standards call for.  Use of technology as a way to stimulate students’ thinking will be an important aspect of new lesson designs.
    • sheldon reynolds
      sheldon reynolds on 23 Apr 12
       
      PD level of progression: content(curriculum)>teaching(instruction)>assessment
    • Katy Vance
      Katy Vance on 23 Apr 12
       
      True, we have to be experts in our subject area before we can ask students to dive into an inquiry based lesson.  Or do we?!?  : o) 
  • ...2 more annotations...
  • here will need to be more ways to use technology to encourage social, online learning
  • Teachers will need to document and construct their curriculum, lessons, and assessments.  There will need to be a library of practices that have been vetted for quality and accessible to teachers.
  • sheldon reynolds on 23 Apr 12
     
    overview of what to focus on for CC
Kirsten Edwards

Educational Leadership:Best of Educational Leadership 2006-2007:Improving the Way We Gr... - 1 views

www.ascd.org/...-the-Way-We-Grade-Science.aspx

shared by Kirsten Edwards on 08 Jul 12 - No Cached
  • When the researchers looked to see what kinds of feedback caused this decline in performance, they found that it was feedback that focused on the person, rather than on the task. When feedback focused on what the person needed to improve and on how he or she could go about making such improvements, learning improved considerably.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Need to provide feedback to students that provides them with information about how to improve...Good job is not enough.
  • In most classrooms, if students forget something that they have previously been assessed on, they get to keep the grade. When students understand that it's what they know by the end of the marking period that counts, they are forced to engage with the material at a much deeper level.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Requires students to know knowledge at a deeper level and requires teachers to spiral information throughout the year.
  • When assessment is dynamic, however, all students can improve. They come to see ability as incremental instead of fixed; they learn that smart is not something you are—it's something you become.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Allows students to improve over time...it is ok for students to learn at different rates.
  • ...3 more annotations...
  • The final grade for the marking period is based on the aggregate level of proficiency displayed in the 10 content standards. “Green lights” are worth 2 points, “yellow lights” are worth 1 point, and “red lights” are worth 0 points. Consequently, the highest score for the marking period is 20 points (10 content standards × 2 points), or 100 percent. To receive an A, students need to master at least 90 percent of the required content, earning a minimum of 18 points. A student can achieve this with 10 greens (20 points), 9 greens and 1 yellow (19 points), 9 greens and 1 red (18 points), or 8 greens and 2 yellows (18 points). A grade of B reflects 80 percent mastery (a minimum of 16 points), and a C reflects 70 percent mastery (a minimum of 14 points). Students can achieve these points through various configurations of “lights.”
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      One method of translating standards-based grading into a traditional grading scale
  • At the end of the unit, students take a test to verify their level of mastery in each identified content/skill area. If students do better than expected, the teacher updates their achievement profile with this “latest and best” evidence.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      It is ok if it takes you longer to learn a concept than your peers.
  • understood that they were expected to improve as a result of instruction and not expected to arrive at school already knowing the content.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Creating life-long learners
Laine Staton

http://files.solution-tree.com/pdfs/Reproducibles_BPLC/stagesofteamdevelopment.pdf - 0 views

files.solution-tree.com/...stagesofteamdevelopment.pdf

shared by Laine Staton on 21 Aug 12 - No Cached
  • Laine Staton on 21 Aug 12
     
    Really like this for a check in with meetings. Provides us with the power to self-assess what we do. 
carissa june

Talking pineapple question on state exam stumps ... everyone!   - NY Daily News - 0 views

www.nydailynews.com/...-exam-stumps-article-1.1064657

assessment

shared by carissa june on 01 May 12 - No Cached
  • carissa june on 01 May 12
     
    Start of the pineapple series....
sheldon reynolds

Early reports from the heartland show support for the Common Core - 0 views

www.edexcellence.net/...pport-for-the-common-core.html

shared by sheldon reynolds on 08 May 12 - No Cached
  • The report, Future Shock: Early Common Core Lessons from Ohio Implementers, will be released on May 18th
    • sheldon reynolds
      sheldon reynolds on 08 May 12
       
      curious to see this report
  • Teachers want and appreciate tools they can “see.” What does “rigor and relevance” look like? (
  • Teachers want and appreciate tools they can “see.” What does “rigor and relevance” look like?
    • sheldon reynolds
      sheldon reynolds on 08 May 12
       
      Exactly what Kate was asking for.  I'm not sure how many quality exemplars we'll see.  I have a PDF from David Coleman that has some examples.  
  • ...2 more annotations...
  • Teachers are excited that they are being asked to ‘go deep’ and that standards are being raises. At the same time, there is fear about whether the new summative assessments will get it right, whether the tests really will be good measures of what students have learned.
  • the people on the frontlines of our schools who work daily with our kids, see the move towards the Common Core as a positive. But, they worry seriously about the implementation challenges, and they fear that somehow our political leadership class will screw all of this up and turn a good into something bad
sheldon reynolds

Are You Ready to Flip? - THE DAILY RIFF - Be Smarter. About Education. - 0 views

www.thedailyriff.com/...are-you-ready-to-flip-691.php

shared by sheldon reynolds on 27 Jun 12 - No Cached
  • " . . .not all material is suitable to be taught through a video lesson."
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      You have to know what you want to put online
  • But, you absolutely must begin by first deciding what the end product looks like.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      This is where AFL comes into play.  Unpacked stds, structured learning targets, culminating assessments
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      The LDC info Kirsten posted will be great for this...in all subject areas
    • Katy Vance
      Katy Vance on 28 Jun 12
       
      Since this idea had really taken off in Math, I had only thought of it that way, but I love the idea of combining the flipped classroom with LDC across subject areas.
  • After determining what you want your students to master and how that should look, begin creating (or collecting) quality learning resources
  • ...4 more annotations...
  • If content is delivered outside of class time, it is up to the teacher to provide the students with opportunities in class to place the content they learned into context. 
  • These in-class "activities" (for lack of a better term) must: 1)  help support the student understanding of the stated learning objectives, 2)  be designed to help students process what they have learned and place the learning into the context of the world in which they live, 3)  be engaging to the students, yet flexible enough to allow students the ability to process and produce in a way that is meaningful to them.  Possible in-class work could include:student created contentindependent problem solvinginquiry-based activitiesProject Based Learning
  • Our response is that not all material is suitable to be taught through a video lesson. 
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      Have to know where your going with your lesson, know when and where you want certain things delivered
  • We should never use a tool (in this case a video) just for the sake of using the tool; we should use the tool because it is the right tool for a particular job.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      We'll have to play with this to see the appropriate tool.  At the moment I see this best as an intervention tool.
  • anonymous on 06 Jul 12
     
    We know that all students don't get "it" the first time, and a video gives these students the opportunity to revisit a lesson as many times as they need. I've always felt that my time with students is most effective when I'm listening -- rather than talking -- to their explanations of their thought process. I can then take what the student has taught me, and fill in the missing pieces of their understanding.
sheldon reynolds

Education Week: Common-Core Work Must Include Teacher Development - 1 views

www.edweek.org/...19hirsh.h31.html

common core professional_development

shared by sheldon reynolds on 16 May 12 - No Cached
  • Yet a fundamental contradiction underlies the progress: While we are promoting radical change in creating a coherent national framework for what students should know and the way they learn, we have not yet committed to offering teachers the deep learning they will need to transform the way they work.
  • oo many plans for supporting the transition to the common core read more like communication plans than serious road maps for preparing educators to teach the standards.
  • "What made you think you could transform teacher practice and student learning with traditional models of professional development?"
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Exactly why we need to do our own PLN, it has to model what's expected of the students
  • ...9 more annotations...
  • we will not achieve the outcomes we expect and need without comprehensive professional learning for educators that supports the new standards. The dramatic shift in teaching prompted by the common core will require practical, intensive, and ongoing professional learning
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      I think the emphasis on the shifts will be even more important than the stds
  • teachers will need to employ instructional strategies
  • They will need subject-area expertise well beyond basic content knowledge and pedagogy to create dynamic, engaging, high-level learning experiences for students.
  • their leaders will need to champion professional learning in their buildings and back the teachers who coach and support each other.
  • Administrators and teachers working together plan, execute, and assess professional learning.
  • It is collective and collaborative within and across buildings, so the quality of instruction improves consistently from classroom to classroom and from school to school. It includes time for teachers to learn from each other, examine research and effective practices, and problem-solve. It demands leadership from teachers as coaches and mentors, while continuing to tap the knowledge of outside experts and resources.
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      This is basically a blueprint for the dual focus of our PLCs
  • Learning Forward,
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Need to find out more about this group
  • Sandler Foundation
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      find out more about this group as well
  • It is through this combination of commitment to the standards and comprehensive change in professional learning that we hope to see the promise of the common core come to life.
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Powerful statement I need to be sure to include this in blogs/presentations
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