Csl in sessionon on tl evidence

This is the powerpoint with info concerning domains 1-4 as well as lesson plan examples and strategies.

This document provides an overview of Research in Action, Inc., which provides consulting, training, and evaluation services to educational organizations. It summarizes some of the company's recent projects, including: - Developing accountability systems, training platforms, and evaluation solutions for state departments of education and organizations like the Bureau of Indian Education. - Providing consultation, such as designing accountability metrics, developing assessment systems, and preparing evidence for peer reviews. - Creating online training through their Homeroom platform and conducting in-person training sessions on topics like student learning objectives and assessment literacy. - Partnering with a range of clients over the past decade including most state departments of education.

1) A rubric is a guideline that lists the criteria used to assess the quality of student work on a scale, such as excellent to poor. It helps evaluate student performance and provides communication about expectations. 2) Good rubrics clearly describe what is being assessed, are visually appealing, reliable, valid, fair, and connected to the learning goals. Everyone should understand them consistently. 3) Key steps to designing a rubric include identifying learning goals, choosing measurable outcomes, developing or adapting a rubric, sharing it with students, assessing student work, and analyzing results.

This document provides an overview of teacher-level value-added reporting in Ohio. It discusses key aspects of the reporting including linkage, rollout schedules, accessing reports online, subjects available, and what reports will contain. It also covers implications and cautions of the reports, keys to teacher improvement, and addressing cultural impacts. Scenarios are provided to illustrate different perspectives and prompt discussion from viewpoints of superintendents, principals, teachers, and union leaders.

This document provides information and guidance for developing effective assessment tasks. It discusses linking assessment to learning outcomes, setting the appropriate level according to the NQF framework, and different types and purposes of assessment. Guidelines are provided for writing good learning outcomes and developing rubrics and criteria for assessment tasks. Different taxonomies for generating outcomes and assessments are explained, including Bloom's and Biggs' SOLO taxonomy. The document also covers reliability and validity in assessment, and provides tips for writing exam papers and checklists for moderation. Participants will work on tasks to develop assessment activities and criteria for outcomes, and compare sample exam papers.

This document provides an overview of Pennsylvania's Student Learning Objective (SLO) process and template. The SLO template is used to identify goals, indicators, and performance measures for teacher effectiveness evaluations. It includes sections for classroom context, the SLO goal, and performance indicators. The goal should be based on key standards and provide a rationale. Performance indicators specify measurable targets for student achievement on valid assessments. The template provides structure and guidance for teachers to set rigorous and meaningful objectives.

This document summarizes a panel discussion on accountability and professional development. The panel included the president of LACUE, a principal, retired university professor, and university consultant. They discussed how accountability guides their work and recommendations for developing new approaches. Data teams were presented as a model for using assessments to improve instruction through collaborative meetings focused on student work.

This document provides information about student learning objectives (SLOs) for teachers. It defines SLOs as a process to measure student achievement and educator effectiveness based on content standards. It states that all teachers create SLOs for their specific classes. The document also provides examples of well-written goal statements for SLOs in different subject areas and links to resources on SLOs, standards, and the PA-ETEP website for submitting SLOs. The deadline to submit SLOs via PA-ETEP is November 6.

This document provides look-fors and examples for teachers and students related to seven of the eight Common Core State Standards for Mathematical Practice. It describes characteristics of high-quality math tasks and how students and teachers can demonstrate each practice. For each practice, examples are given for how a task, student, and teacher might exhibit the practice, such as using multiple representations, justifying solutions, and facilitating discussion of mathematical reasoning. The document aims to help teachers design lessons aligned to the standards and observe evidence of the practices.

This document discusses revising instructional materials. It notes that instructional materials must be revised carefully through a methodical process using feedback from experts, students, and field tests. Revisions can improve clarity, address weaknesses, and ensure materials meet learner needs. Data from evaluations informs the revision process. Designers and teachers can both revise materials as needed.

This slide is about the outcomes assessment phases in the instructional cycle and some examples related to it.

The document discusses the seven Mathematical Practices from the Common Core State Standards and provides examples of what these practices may look like for both students and teachers in the classroom. The seven practices are: 1) Make sense of problems and persevere in solving them, 2) Reason abstractly and quantitatively, 3) Construct viable arguments and critique the reasoning of others, 4) Model with mathematics, 5) Use appropriate tools strategically, 6) Attend to precision, and 7) Look for and make use of structure. For each practice, examples are given of how teachers can support the practice and what behaviors students may demonstrate when applying the practice.

This document provides a guide for assessing four domains established by the Philippine Department of Education: knowledge, process, understanding, and performance/product. It defines each domain and provides examples of assessment questions and tasks that could be used to evaluate students in that domain. The knowledge domain focuses on basic facts and information. The process domain assesses cognitive operations used to solve problems. Understanding refers to grasping big ideas and is assessed using six facets. Performance/product evaluates students' ability to apply their understanding through authentic tasks. Formative and summative assessment are both emphasized to help students master standards and improve learning.

This document discusses goals for gifted learners' education plans. It emphasizes the importance of setting SMART goals that are specific, measurable, attainable, realistic, and timely. Examples of rigorous academic and social-emotional goals are provided. The document also outlines the components of effective written education plans, including presenting student levels, interests, service settings, and methods for differentiating instruction through acceleration, complexity, depth, challenge, and creativity. Guidelines are provided for writing measurable annual goals and selecting appropriate progress measures.

Teaching, learning, and assessment must be aligned so that students achieve the intended learning outcomes. The teacher develops teaching methods and assessment tasks that support learning activities aimed at achieving the course objectives. Assessment provides students information on what is important to learn, how they are spending their time, and how they see themselves as learners. Student-centered learning shifts the focus from teaching to learning, emphasizing students' mastery of skills and content through cooperative and inquiry-based instructional methods with the teacher as guide. Intended learning outcomes describe what students can do after a course that they could not do before. Reflection is also important for learning as it allows students to relate experiences to decision making and problem solving.

1. The document outlines a new grading system for K-12 students in the Philippines that uses standards-based and competency-based assessment. 2. Formative and summative assessments are used to evaluate student progress, with summative assessments including written work, performance tasks, and quarterly assessments. 3. Student performance is recorded and computed using a weighted scoring system that assigns different percentages to various assessment components depending on the subject area. Final grades are recomputed if students take remedial classes.

This document provides an overview of Pennsylvania's Student Learning Objective (SLO) process for measuring teacher effectiveness. It reviews the SLO concept, terminology, design, criteria, and template. The SLO process requires teachers to identify goals based on content standards, select performance measures to assess student achievement of those goals, and establish performance indicators and expectations. The SLO template guides teachers through documenting this process in six sections: classroom context, SLO goal and standards, performance measures, growth targets, analysis of student results, and evaluation.

The waiter helps a group of guests understand various Japanese dishes on the menu such as sushi (rice and seaweed wrapped seafood), teppanyaki (grilled beef), shabu shabu (fondue-style cooking meat in broth), sashimi (thin slices of raw fish), sukiyaki (quick fried beef and vegetables dipped in raw egg), and tempura (seafood or vegetables lightly battered and deep fried to remain tender). The guests learn about the ingredients and cooking methods of these dishes to help decide what to order.