Tag » assessment

• Learning Academies: Module 6, Assessment

  1/1/05 - National Institute for Urban School Improvement,

  Conducting sound assessments is a necessary part of exemplary teaching. Assessments not only evaluate student learning, they serve to guide subsequent instruction. This module looks at the construction of both quality assessments and student learning outcomes, examines multiple ways to assess learning, explores the use of rubrics for assessing student work, and highlights key elements of performance assessment tasks.

• Learning Academies: Module 4, Universal Designs for Learning

  1/1/04 - National Institute for Urban School Improvement,

  The concept of Universal Design foregrounds equitable opportunities and access to spaces, information and participation for all by creating environments and products that accommodate as many individuals as possible from the beginning. Universal Designs for Learning (UDL) extends Universal Design into the field of education. While initially defined as a method to minimize barriers students may experience when learning new concepts, this professional learning module presents UDL as an approach...

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  Systemic Change Framework – Rubrics Assessment Handbook

  1/1/06 - National Institute for Urban School Improvement,, Equity Alliance at ASU

  The rubrics in this publication have been designed to help your inclusive schools network assess their current status and identify specific goals for the coming year. Based on the systemic change framework and vignettes from the National Institute for Urban School Improvement’s (NIUSI) network of schools, these rubrics provide a yardstick for measuring your improvement efforts.

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  Equity in Special Education Placement: A School Self-Assessment Guide for Culturally Responsive Practice Form A (Administrators)

  1/1/05 - Heraldo V. Richards, Alfredo J. Artiles, Janette Klingner, Ayanna Brown , Equity Alliance at ASU

  An instrument that allows schools to conduct a self-assessment of their programs and practices in five domains: (a) School Governance, Organization, Policy and Climate, (b) Family Involvement, (c) Curriculum, (d) Organization of Learning, and (e) Special Education Referral Process and Programs.

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  Equity in Special Education Placement: A School Self-Assessment Guide for Culturally Responsive Practice Form B (Asessment Only)

  1/1/05 - Heraldo V. Richards, Alfredo J. Artiles, Janette Klingner, Ayanna Brown , Equity Alliance at ASU

  An instrument that allows schools to conduct a self-assessment of their programs and practices in five domains: (a) School Governance, Organization, Policy and Climate, (b) Family Involvement, (c) Curriculum, (d) Organization of Learning, and (e) Special Education Referral Process and Programs.

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  Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures - An Assessment and Strategic Planning Process

  1/1/06 - Elizabeth Kozleski, Shelley Zion, Equity Alliance at ASU

  This tool is designed to guide the examination of LEA practices once data suggest that serious and inappropriate disproportionate referral, identification and placement of students who are culturally and linguistically diverse may be occurring.

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  Skilled Dialogue

  1/1/05 - Isaura Barrera, Lucinda Kramer , Equity Alliance at ASU

  Skilled Dialogue© is a relational approach to communication and interactions that stems from the evidence-based premise that three qualities characterize cultural competence: respect, reciprocity, and responsiveness. These three qualities along with the component skills that promote and sustain them (see Figure 1) define the nature of Skilled Dialogue©. When integrated, the qualities and skills generate a framework of guidelines and strategic questions that help ensure culturally competent...

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  The Mississippi Cultural Responsivity Matrix- A Teachers’ Self-study Guide for Culturally Responsive Practices in Grades K-6: Reading and Mathematics

  1/1/06 - National Center for Culturally Responsive Educational Systems,, Equity Alliance at ASU

  Assists teachers and administrators in assessing the degree to which mandated curricular guides in mathematics and reading curricula and strategies are responsive to the socio-cultural experiences and backgrounds of their students.

• Toolkit for Inclusive School Improvement (Part 1)

  1/1/05 - National Institute for Urban School Improvement,

  Systemic school change is a complex and difficult task. The challenge is great, but educators throughout our nation and other nations are actively engaging the opportunity to transform education and how we go about the work of teaching and learning in our schools. This toolkit is developed by NIUSI to assess networks of schools engaging their faculty, staff, families, students, and community members in ongoing renewal and systemic change. The toolkit is organized around three areas...

• A framework for developing high-quality english language proficiency standards and assessments

  1/1/08 - Southeast Comprehensive Center,

  Edynn Sato, PhD, director, WestEd Assessment and Accountability Comprehensive Center, discusses the framework for creating high-quality English language proficiency (ELP) standards and assessments. The purpose of the framework is to assist states with interpretation and implementation of Title III requirements for ELP standards and assessments.

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  Achieving Transparency in the Public Reporting of 2006-2007 Assessment Results

  1/1/09 - Debra Albus, Martha Thurlow, Chris Bremer

  The 2006-2007 school year was the eighth annual reporting period since disaggregating the performance of students with disabilities on state and district-wide assessments was required by the Individuals with Disabilities Education Act (IDEA). It is the fifth reporting period since the enactment of the No Child Left Behind Act (NCLB), and the eleventh in a series of National Center on Educational Outcomes (NCEO) reports documenting state public reporting practices. Historically, the number of...

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  Analysis of the developmental functioning of early intervention and early childhood special education populations in Oregon

  1/1/09 - Gary Nave, Vicki Nishioka, Arthur Burke

  This report informs Oregon education policy-makers about the developmental functioning levels of children from birth through age 2 in early intervention services and children ages 3-5 in early childhood special education services at the time of entry into services, using data from the Oregon Early Childhood Assessment System. The assessment system contains data on the assessed developmental functioning levels of children based on the 16 Oregon early childhood foundation areas and the three...

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  Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Preschool--Kindergarten 2007 Psychometric Report

  1/1/10 - Michelle Najarian, Kyle Snow, Jean Lennon, Susan Kinsey, Gail Mulligan

  "This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the preschool and kindergarten waves of the ECLS-B. The assessment instruments measure children's cognitive development in early reading and mathematics, socioemotional functioning, fine and gross motor skills, and physical development (height, weight, middle upper arm circumference, and head circumference). The report also includes information about indirect...

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  Evaluation of the technical evidence of assessments for special student populations

  1/1/07 - Sato, E., Rabinowitz, S., Worth, P., Gallagher, C., Lagunoff, R., Crane, E.

  This evaluation updates and extends the work presented in Technical Adequacy of Assessments for Alternate Student Populations (Rabinowitz & Sato, 2005). This project is ongoing and is intended to inform developers and consumers of assessments for special student populations (ELLs and SWDs). The evaluation focuses on the technical adequacy of evidence related to assessments used to meet relevant Title I and Title III requirements under NCLB. In addition to the report, which includes a...

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  Framework for high-quality english language proficiency standards and assessments

  1/1/09 - Assessment and Accountability Comprehensive Center,

  The Framework for High-Quality English Language Proficiency Standards and Assessments, its accompanying brief, and one-page overview of criteria were conceived as critical tools for states to use in their efforts to ensure that their English learner students achieve English language proficiency (ELP) and also achieve at high levels academically. Building on the best knowledge from relevant research and practice, the Framework provides criteria for high-quality ELP standards and aligned...

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  Guidelines for ensuring the technical quality of assessments affecting English language learners and students with disabilities: Development and implementation of regulations

  1/1/07 - Sato, E., Worth, P., Gallagher, C., Lagunoff, R., McKeag, H.

  The Guidelines provide research-based information on key issues relevant to the technical quality of assessments for English language learners (ELLs) and students with disabilities (SWDs). These guidelines reflect both syntheses of research and best/promising practices and include recommendations of resources for additional information on the technical quality of assessments for ELLs and SWDs. This is an evolving document, and will be updated periodically to incorporate new information and...