Benchmark, or interval evaluations COI Adolescent Literacy Institute, October, 2008

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Benchmark, or "interval" evaluations COI Adolescent Literacy Institute, October, 2008

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Purpose of this presentation: To examine the way of benchmark, or "break" appraisals and talk about issues identified with their utilization to enhance direction Definitions Concerns about use to enhance results

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A definition from Perie , Marion, Gong, & Wurtzel (2007) "Between time evaluation is the term we propose for the appraisals that fall amongst developmental and summative evaluation, including the medium scale, medium-cycle appraisals as of now in wide utilize. Between time appraisals: 1) assess understudies' learning and abilities in respect to a particular arrangement of scholarly objectives, ordinarily inside a restricted time period, and, 2) are intended to advise choices at both the classroom and past the classroom level, for example, the school or area level. Hence, they might be given at the classroom level to give data to the instructor, yet not at all like genuine developmental appraisals, the consequences of interval evaluations can be definitively collected and reported at a more extensive level.

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A definition from Perie , Marion, Gong, & Wurtzel (2007) As such, the planning of the organization is probably going to be controlled by the school or region as opposed to by the instructor, which hence makes these appraisals less instructionally important than developmental evaluations. These appraisals may fill an assortment of needs, including foreseeing an understudy's capacity to prevail on a huge scale summative evaluation, assessing a specific instructive program or teaching method, or diagnosing crevices in an understudy's learning. A significant number of the appraisals at present being used that are marked "benchmark," "developmental," "symptomatic," or "prescient" fall inside our meaning of interval evaluations" (p. 1-2).

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Reservations about the utilization of benchmark appraisals to enhance understudy learning results: "If the reason for these evaluations is to enhance the educational programs, challenge the understudies to self-analyze their own particular learning, give bits of knowledge into any misinterpretations the understudies have, or give extra expert advancement to the instructors, large portions of these sorts of appraisal frameworks are woefully deficient" (p. 34). In a paper arranged for the Council of Chief State School Officers by Perie, Marion, and Gong (2007)

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Reservations about the utilization of benchmark appraisals to enhance understudy learning results: "The exploration supporting the viability of evaluation to enhance educating and learning depends on developmental appraisal—the moment by-moment, classroom appraisals. … There is basically no examination base to bolster the claim that interval evaluations enhance understudy learning. While break appraisal has impressive instinctive advance, encounter demonstrates that there is regularly a significant crevice amongst instinct and research prove." (p. 21) (Perie, Marion, Gong, & Wurtzel, 2007)

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Reservations about the utilization of benchmark evaluations to enhance understudy learning results: Benchmark tests that claim to be "symptomatic" as in they can recognize understudy qualities and shortcomings on individual principles should be inspected precisely to check whether they have enough things measuring every standard to give a solid appraisal.

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Why are benchmark appraisals so well known with principals and administrators? Give them information to apportion assets and additional bolster where most required Have evident convenience in relegating understudies to mediations or additional guideline Have the "figment" of symptomatic utility – concentrate on models most needing bolster Help them answer to guardians about understudy advance toward grade level measures Help to "constrain" instructors and schools to concentrate on vital review level gauges

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Recommendations for enhancing instructional utility of "benchmark" sort appraisals: Have more than quite recently various decision things Generate quick ramifications for what to do other than re-educating each missed thing High quality test things that are straightforwardly connected to the substance principles and particular showing units A solid match with educational modules pacing so understudies are not tried on substance not yet showed Clear reporting that gives significant direction on the best way to utilize the outcomes Professional improvement for educators

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Questions/Discussion

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