Download or read book Measuring Student Progress and Teachers Assessment of Student Knowledge in a Competency Based Education System REL 2017 238 written by R. Marc Brodersen and published by . This book was released on 2017 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: Competency-based education has received growing attention in recent years as a way to address preK-12 learning goals. In competency-based education, students are promoted to the next course of study or grade level in each subject area after demonstrating mastery of identified learning targets aligned to standards. Westminster Public Schools in Colorado began the transition to a competency-based education system in 2009. In the Westminster Public Schools system, courses of study are organized according to performance level rather than according to traditional grade levels. Westminster Public Schools, a member of the Regional Educational Laboratory Central College and Career Readiness Research Alliance, asked for assistance in examining how long it takes students in the district to progress through their performance levels, especially students who are below their traditional grade level. Westminster Public Schools also asked for assistance in examining how well teachers' ratings of student competency (learning target scores) align to external assessments of student academic achievement. Educators may use the approach described in this report to assess the degree to which teachers' judgments of student competency relate to student academic achievement measures in their own school or school district. Using data from the Westminster Public Schools learning management system, this study examined how long elementary and middle school students took to complete math and literacy performance levels 3-8 during the 2013/14 school year. To examine the relationship between students' learning target scores and Colorado's standardized achievement test scores, a student's learning target scores within a performance level were combined to create an overall performance-level competency score for each student. The performance-level competency scores represent an aggregate measure of student competency within their given performance levels based on teachers' judgments. These performance-level competency scores were then used to predict students' scores and proficiency levels on the Transitional Colorado Assessment Program. A majority of students completed their courses of study in math and literacy in approximately one academic year. Although a majority of students who were in a math or literacy performance level below their traditional grade level also completed their course of study in one academic year, a larger percentage of them (43-47 percent) completed their level in three or fewer quarters compared with students in a performance level at their traditional grade level (17-22 percent). These results suggest that competency-based education in Westminster Public Schools provides students who are behind academically an opportunity to complete performance levels in less time than in a traditional education system. Students' performance-level competency scores had statistically significant and positive relationships with Transitional Colorado Assessment Program scores, but the relationships were weak. The performance-level competency scores accounted for only a small proportion (3-4 percent) of the variance in students' scores on the state achievement test. Math performance-level competency scores accurately predicted math proficiency levels on the state achievement test for 40 percent of students, and literacy performance-level competency scores accurately predicted reading proficiency levels on the state achievement test for 59 percent of students. The performance-level competency scores of students who were in a performance level below their traditional grade level were more likely to predict that their state achievement test proficiency level would be higher than it actually was. In contrast, for students above grade level, performance-level competency scores were more likely to predict that their state achievement test proficiency level would be lower than their actual level. The relatively weak relationships between performance-level competency and state achievement test scores suggest that teachers' judgments of student competency under competency-based education in Westminster Public Schools are not good predictors of academic performance, as measured by the Transitional Colorado Assessment Program. The following are appended: (1) Westminster Public Schools learning target competency scale; (2) Data and methodology; and (3) Additional study findings.
Download or read book Measuring Student Knowledge and Skills written by Andreas Schleicher and published by Org. for Economic Cooperation & Development. This book was released on 1999 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Measuring student knowledge and skills: a new framework for assessment.
Download or read book Testing Student Learning Evaluating Teaching Effectiveness written by Williamson F. Evers and published by Hoover Institution Press. This book was released on 2013-09-01 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book takes a hard look at the professional, technical, and public policy issues surrounding student achievement and teacher effectiveness—and shows how testing and accountability can play a vital role in improving American schools.
Download or read book Curriculum based Measurement written by and published by . This book was released on 1983 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Measurement and Evaluation of Learning written by Arnold J. Lien and published by WCB/McGraw-Hill. This book was released on 1976 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Equity Driven High Achievement Assessment of Student Learning and Development written by Marilee Bresciani Ludvik and published by . This book was released on 2021-09 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Competence based Vocational and Professional Education written by Martin Mulder and published by Springer. This book was released on 2016-09-08 with total page 1145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a comprehensive overview of extant literature on competence-based vocational and professional education since the introduction of the competence concept in the 1950s. To structure the fi eld, the book distinguishes between three approaches to defi ning competence, based on 1.functional behaviourism, 2. integrated occupationalism, and 3. situated professionalism. It also distinguishes between two ways of operationalizing competence: 1. behaviour-oriented generic, and 2. task-oriented specifi c competence. Lastly, it identifi es three kinds of competencies, related to: 1. specific activities, 2. known jobs, and 3. the unknown future. Competence for the unknown future must receive more attention, as our world is rapidly evolving and there are many ‘glocal’ challenges which call for innovation and a profound transformation of policies and practices. Th e book presents a range of diff erent approaches to competence-based education, and demonstrates that competencebased education is a worldwide innovation, which is institutionalized in various ways. It presents the major theories and policies, specifi c components of educational systems, such as recognition, accreditation, modelling and assessment, and developments in discipline-oriented and transversal competence domains. Th e book concludes by synthesizing the diff erent perspectives with the intention to contribute to further improving vocational and professional education policy and practice. Joao Santos, Deputy Head of Unit C5, Vocational Training and Adult Education, Directorate General for Employment, Social Aff airs and Inclusion, European Commission: “This comprehensive work on competence-based education led by Martin Mulder, provides an excellent and timely contribution to the current debate on a New Skills Agenda for Europe, and the challenge of bridging the employment and education and training worlds closer together. Th is book will infl uence our work aimed at improving the relevance of vocational education to support initial and continuing vocational education and training policy and practice aimed at strengthening the key competencies for the 21st century.” Prof. Dr. Reinhold Weiss, Deputy President and Head of the Research, Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany: “This book illustrates that the idea and concept of competence is not only a buzzword in educational debates but key to innovative pedagogical thinking as well as educational practice.” Prof. Dr. Johanna Lasonen, College of Education, University of South Florida, Tampa, USA: "Competence-based Vocational and Professional Education is one of the most important multi-disciplinary book in education and training. Th is path-breaking book off ers a timely, rich and global perspective on the fi eld. Th e book is a good resource for practitioners, policymakers and researchers."
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book Measuring Student Progress Toward Academic and Behavioral Goals written by Kaitlin R. Gebbie and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: By law, educators are required to collect and analyze data on student academic and behavioral performance. Effective progress monitoring of student achievement toward goals results in improved instructional strategies and educational programs. However, research suggests that a majority of teachers across the United States are neglecting their responsibilities to; (a) implement adequate data collection strategies that accurately and objectively measure student learning, and (b) make appropriate instructional decisions to design effective interventions that maximize learning outcomes. Several studies have been conducted to expose the various challenges that prevent educators from collecting and analyzing data, including; (a) a lack of time, (b) a lack of training, knowledge, or experience, (c) a lack of resources, and (d) a perception that data are unrepresentative of student abilities and are difficult to manage. To mitigate these obstacles, the author developed the SimplyData application as a digital alternative to traditional progress monitoring systems. The tool aims to simplify and improve data collection practices in an efficient, user-friendly format that can be implemented within any K-12 general or special education setting. Together, the application and SimplyData User Manual provide educators with a straightforward and organized system for implementing a data collection system that has the potential to improve professional practice and to enhance the quality of a student's educational program and life beyond school.
Download or read book Student Learning Student Achievement How Do Teachers Measure Up written by National Board for Professional Teaching Standards and published by . This book was released on 2011 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Board for Professional Teaching Standards (NBPTS) welcomes the efforts of federal, state, and local policymakers to find new ways to ensure an accomplished teacher for every student in America. The National Board has advanced this mission since its inception in 1987. Today, that mission is carried out by the tens of thousands of National Board Certified Teachers (NBCTs) nationwide--each of whom completed the National Board's rigorous assessment process to demonstrate his or her competence in their teaching field. To further everyone's understanding of how teachers are assessed in a new era of school improvement, NBPTS extended an invitation to several leaders in education evaluation, research, and policy. NBPTS asked them to participate in a series of conversations, share their collective knowledge, and then recommend how the National Board can strengthen its own work in this area while also continuing to be a leading source of information for the field. The result of this important and thoughtful work is summarized in this white paper. This paper also includes several compelling recommendations that the National Board will consider in its future work. Appendices include: (1) Summary Table of State Testing in Elementary and Middle School; (2) Alternative Measures Currently Used in Teacher Evaluation; (3) Experimental Instruments to Assess Teaching Practice; (4) Summary of Underlying Skills and Their Demonstration in the Western Oregon University Teacher Work Sample Methodology; (5) Teaching Practices Deemed Crucial to Producing Learning in P-12 Students by the Renaissance Teacher Work Sample Methodology; and (6) Denver Pro-Comp Program Checklist for Developing Student Learning Objectives Table of Contents. [For "Student Learning, Student Achievement: How Do Teachers Measure up? Executive Summary", see ED517573.].
Download or read book Measuring Student Progress in School written by Martin Kennings Caust and published by . This book was released on 2010 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Stealth Assessment written by Valerie Jean Shute and published by MIT Press. This book was released on 2013 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: An approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals. To succeed in today's interconnected and complex world, workers need to be able to think systemically, creatively, and critically. Equipping K-16 students with these twenty-first-century competencies requires new thinking not only about what should be taught in school but also about how to develop valid assessments to measure and support these competencies. In Stealth Assessment, Valerie Shute and Matthew Ventura investigate an approach that embeds performance-based assessments in digital games. They argue that using well-designed games as vehicles to assess and support learning will help combat students' growing disengagement from school, provide dynamic and ongoing measures of learning processes and outcomes, and offer students opportunities to apply such complex competencies as creativity, problem solving, persistence, and collaboration. Embedding assessments within games provides a way to monitor players' progress toward targeted competencies and to use that information to support learning. Shute and Ventura discuss problems with such traditional assessment methods as multiple-choice questions, review evidence relating to digital games and learning, and illustrate the stealth-assessment approach with a set of assessments they are developing and embedding in the digital game Newton's Playground. These stealth assessments are intended to measure levels of creativity, persistence, and conceptual understanding of Newtonian physics during game play. Finally, they consider future research directions related to stealth assessment in education.
Download or read book How Learning Works written by Susan A. Ambrose and published by John Wiley & Sons. This book was released on 2010-04-16 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Download or read book Education for Life and Work written by National Research Council and published by National Academies Press. This book was released on 2013-01-18 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Download or read book Visible Learning for Literacy Grades K 12 written by Douglas Fisher and published by Corwin Press. This book was released on 2016-03-22 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Every student deserves a great teacher, not by chance, but by design" — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. "Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.
Download or read book Classroom Assessment and Educational Measurement written by Susan M. Brookhart and published by Routledge. This book was released on 2019-07-04 with total page 591 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives.
