Chapter+2+Notes

Chapter 2 Changes in Education Changes in Assessment Teachers in education must take on a new role. We are no longer transmitters of information we are facilitators. Learning in the class room must be student centered and project based. In the past assessment was based on the ability of the student to state factual information. Assessment was 80% on their ability to transmit these factual items and 20% on higher order thinking questions. Assessment needs to be based on the application of facts that students gleen through research as it applies to case studies or other real life applications. The old type of norm referenced based assessment must be replaced with the new criterion referenced based assessment models. Students should no more be asked to be compared to peers and their achievement but now all students are expected to meet a clearly defined and publicly known standard. Success for everyone is the goal.Teacher tend to mix two types of data when they make assessments 1. data reflecting achievement and 2. data reflecting achievement, attendance, behaviour, and attitude. Criterion referenced systems rely only on the clarity of what is learned and how well it has been demonstrated. This type of system holds the standard of achievement constant and allows time to be a variable. Traditionally time is held constant and the level of achievement varies. " High school should be the flight simulator not the flying of the Airbus"

Each type of system has a different purpose norm referenced systems sort students into high, medium and lowachievers, ensuring only a small group of students reach mastery.

Criterion referenced systems are designed to certify that all students reach proficiency. " There are no level 4 students only level 4 performances"

In order to be a criterion referenced system you need to: 1. separate achievement from behaviour when gathering assessment data 2. separate achievement from behaviour when grading and reporting on the report cards 3. use incomplete on report cards with an accompanying comment that state there is insufficient evidence of the essential learning because of missed assignments 4. have classroom procedures that support students os they will complete missed assignments 5. meet regularly with students, especially those that are at risk or struggling 6. provide an individual plan to get people back on track that specifies student and teacher responsibilities

Question????? This may be okay in some fantasy land but how could you make this work when there are not enough computers for each student and you are dealing with 90 + students and your principal says no incompletes allowed and the government says you must teach all this cirriculum. Boy oh Boy I am glad I don't have to worry about it!!!

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