The Teaching -Learning Matrix(06.3.1)

 

6.3-Assessment

 

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

. OVERVIEW: Determining student need can and must be an integral part of an on-going teaching-learning process.¯ It must not be limited to specific measurements taken only on ìstandardized test daysî or only on special days during a semester in concert with parent conferences or report cards.

 

(1) STANDARDIZED TEST SCORES:

1.     The reality is that standardized test scores have become the measuring stick to determine the effectiveness (and justified existence of) an entire school.

2.     It is these test scores which define the prudence of replicating good practices or which necessitate the complete systemic renovation of a given school (or school district).

3.     For change and for best practices to really be effective, emphasis must be placed on the standardized evaluation of each student.

4.     Teaching ³for the test² narrows actual growth and development by limiting the experience ­conceptual base the student will need to interface with the real world in an educated manner.

5.     Teaching in a well-planned constructivist manner (i.e. L=TBC) enables the holistic as well as cognitive development of the child. 

6.     Analysis of individual test scores coupled with a broad spectrum of observation and  (traditional + alternate) classroom  assessment targets individualized adjustments in pedagogy and curriculum designed to enhance success of the student.

 

(2) LIMITATIONS OF STANDARDIZED TESTS:  (con¹t)

3.     With a seeming disconnect between the NCLB-legislated narrow focus on core skills and the broader skills required for the information age, many fear our students will emerge from schools unprepared for the real world.(Salpeter 2003) The NCLB emphasizes the  foundation for learning, but, of itself, does not ³fully prepare people for the challenges of work and life in the 21st Century.²(Skills 2003)

(3) STUDENT-FOCUSED ASSESMENT:

1.              While NCLB legislation permits states to use a variety of measures for measuring annual yearly progress, factors such as student attendance, college acceptances, or student and parent satisfaction, are receiving far less publicity than test scores.

2.              All human beings learn by doing, analyzing, talking, processing, and problem solving. Talking at kids never has been and never will be an effective way to help them learn."(Salpeter 2003)

3.              Avoid a'back-to-basics' approach-focusing entirely on 20th century skills at the expense of 21st century ones."

4.              "We can teach higher-order thinking skills and have students using 21st century tools at the same time that they master core content areas." (Salpeter 2003)

 

   (2) LIMITATIONS OF STANDARDIZED TESTS:

1.     Standardized tests given for accountability purposes can measure only a few of the important skills and knowledge we hope our students will learn. 

2.     .The No Child Left Behind Act of 2001 reauthorizes the Elementary and Secondary Education Act of 1965, emphasizes student achievement and requires assessments in core subjects. This federal law focuses the attention of schools and educators on fundamental knowledge.

(5) TEACHER AS DECISION MAKER:

1.     The teacher needs to be a decision-maker, weighing variables of need, resources, time, sequence, duration, and follow-through with the realities facing the students each day. 

2.     Determining student  need is a cyclical responsibility throughout the teaching-learning process.