educ 522

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CARP Project EDUC 522 Dr. Bureau Alexandra Yiantsos

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What Is Assessment? “Assessment is an ongoing process of setting high expectations for student learning, measuring progress toward established learning outcomes, and providing a basis for reflection, discussion and feedback to improve University academic programs. It is a systematic and cyclic process that makes expectations and standards explicit and public” (nwhealth.edu).

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Supports student learning Improves student overall achievement Determines what is or is not working Measures student learning Evaluates curriculum Encourages improvement Determines student learning Purpose of Assessment

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Assessment OF Learning Assessment of learning occurs shortly after instruction has taken place. Assessment of learning determines if learning has really taken place. Why? -All teachers can teach, the difficult part is getting students to understand what is taught. -Student learning can be measured by assessment. -There are many different assessments out there that can measure student learning.

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Assessment FOR Learning Assessment for learning is an ongoing process. It requires teachers to use collected information to plan for the most efficient next step. Teachers will assess students in a variety of ways. Then, based upon those assessments, he or she will alter their instruction to reach the needs of certain students. -Why? If a student is performing poorly, something is missing or not working. - Teachers assess in order to find out what is not working.

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The CARP System “The system is which you collect data, analyze data, report data and plan instruction” (Shea, pg 130). It is critical if teachers wish to improve their instruction. It is an in-depth process and requires a lot of planning and organization. Teachers cannot move onto the next step until the first is completed, and so on.

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The CARP System (Cont.) Collect Data Analyze Data Report Data Plan Instruction

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Collect Data -To best improve instruction, the more data the better. *Such evidence follows… Thinking evidence Work samples Standardized Achievement Tests Norm-Referenced Tests In-classroom Benchmarks

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Analyze Data -This step becomes the body of evidence for meeting learning goals. *Some important things to remember are… Collect data each day Determine what and how you will collect data Make sure you have a variety of assessments to analyze Label evidence as you collect data

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Report Data -This step is a developmental continuum which requires effective communication -Its purpose is to guide instruction *When reporting teachers should… being at the source, the classroom inform students about performance first in an “inviting ambience” invite parents to contribute in the reporting process conduct reporting conferences have a well-organized portfolio on hand to show administrators and other teachers report to the Board of Education, the community, and finish with the state

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Plan Instruction This step is the end of the process, which results in better instruction *Assessment reporting should… enlighten teachers provide a clear logical next step for instruction make sure instruction flows from assessment data instruct based on students every day achievement

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Student Work Examples <http://www.sutter.k12.ca.us/media/btsa/forms/necteclas1i2/2.10%20Student%20Work%20Analysis%20Sample.doc> *The link above is a sample of students work I came across -This sample is a graphic organizer which makes it easier for teachers to record data -Students like Billy, Anne and Rick are far beyond their classmates with their writing -Bruce and Andrea are a few of the advanced students who are clearly efficient at writing -At the bottom of the chart, the teacher recording immediately ways to help the child while recording data at the same time- -It also identifies the content standard to follow

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http://www.nwhealth.edu/ctl/asmnt/whatis.html http://www.sutter.k12.ca.us/media/btsa/forms/necteclas1i2/2.10%20Student%20Work%20Analysis%20Sample.doc Shea, Mary & Murray, Rosemary. Drowning in Data? Liberty of Congress Cataloging-in-Publication Data. 2005. References