Educational Evaluation Project Sample

As a teacher I use formative and summative data to drive my instruction. As I start with the state standard for the lesson and plan a formative assessment on that skill before a summative assessment. In years prior our school district used the platform of Performance Matter to collect data of that grade level standards three times a year. This type of information set in with Dr. Scott McLeod (20??) essential concepts. “The five major elements of data-driven instruction are: good baseline, measurable instructional goals, frequent formative assessment, professional learning communities, and focused instructional interventions (pp. 1-2, 20??). The assessment gave teachers a baseline, mid-year, and end year focus. When the teacher delved into the platform each question was broken down each standard and concept, thus allowing teacher to provide adequate instructional goal to meet the students’ needs. Teachers would also look at past state standardized testing to determine what if any remediation is needed. As a principal, he/she/I needs to understand the data elements to schedule necessary people and aid for the professional development communities.

DuVall was interviewed she was questioned about achievement testing. ?Ms. DuVall indicated that she does assess achievement, but does include the scores in the reports. A special education teacher, named Mark Hayes does the standardized achievement testing. He uses the Woodcock Johnson IV Achievement Testing. The other methods of academic progress to assess student progress used by Ms. DuVall are teacher reports, grades, transcripts, and School Loop. She explained School Loop as a database used by parents and teachers to update student?s grades. Ms. DuVall explained that teacher reports are used to gain data on how well the student is doing in class and if there are any major issues. The grades, transcripts, and School Loop are used to know the areas of possible aid the student needs and additional resources to provide the student. Therefore, she is able to include student?s grades and reflect on the student's academic standing in her reports alongside the students standardized achievement scores. Furthermore, Ms. DuVall said, ?The achievement scores help at times clarify if a student is eligible under Specific Learning Disability (personal communication, September 8, 2017).? She further explained how achievement scores and discrepancy scores come into play later on in the

First of all, continual feedback allows teachers to self-reflect on best practices. For example, a teacher can target his/her areas of weakness in order to grow professionally and gain further insight of best practices. Another benefit, of teacher evaluations is higher student success rates. These, for example, are measurable through district assessments and state standardized assessments. If a teachers success rate has significantly improved through modification of practices, T-TESS has served its intended purpose. Finally, yet another benefit of teacher evaluations is the fact that the educator is an active participant in his/her evaluation process. For example, through goal setting, the educator is allowed the opportunity to decide where he/she want to grow. Through the evaluation cycle and the communication therein, the appraiser and educator both take greater responsibility in understanding and meeting established goals. Finally, at the end of the process, student growth is an indicator of a well-developed and integrated evaluation system. These are but a few of the many benefits reaped from an evaluation systems such as T-TESS (TEA,

The major emphasis in education for the 21st century is on data driven accountability measured by student performance on standardized testing. National and state expectations require students to demonstrate mastery of curriculum objectives. Instructional objectives are the focus of the building principals to show measurable student progress. The improvements are evaluated based on data and monitoring of the curriculum.

The Program Evaluation class at Delaware State University mandated that all students in the class of SCWR 651-60 (CRN 15732) conduct a Needs assessment of the practicum that they was attending for the semester.

These tests will provide teachers and administrators a diagnosis of how the school is performing and in which areas the school needs to improve on. This will also inform policymakers which schools are doing well and why. Then that technique can be applied to schools in which the scores were not meeting standards. President Bush and the U.S. Congress have challenged educators to set high standards and hold students, schools and districts accountable for results. (Dept. of Ed, 2004)

-Assessing students, teaching reading skills to small groups of Kindergarten and 1st grade students, weekly data collection of progress and reporting to grade teacher and Principal of student improvement using Google Docs

Stated in the school improvement plan at the end of every section is a list of assessments for monitoring student progress and evaluating the effectiveness of

In my assessment these students will be evaluated consistently my me and the instructors at Hillcrest elementary school. The students will be evaluated on how to continue his/her next steps within the school. Input will be given to the student at the school for data so they can learn more by adapting to their own personal experiences. I will first do a walk-thru of the classroom in starting my assessment. I will visually be able to check on my student’s progress and really understand the students. Next I will use a checklist to compare and see if the student is progressing or not. Criticism feedback won’t be seen as a problem but would be seen as a guide to understanding and achievement inside of the classroom. Lastly and most important I will give out a summative assessment to assess the knowledge of problem solving skills. The specific end goal is to persuade students to become long lasting learners inside and

Did the exhibition of your work to the public provide you with a worthwhile experience?

After every standardized test students often present report cards to their parents for them to check the progress of their children (Knoester, & Au, 2017). It, therefore, helps the parents to identify whether their children are doing well and where adjustments need to be made. It also acts as a form of comparison for parents especially when comparing their child to other children in local schools and those at the national level. It also allows for comparison nationally for the schools. For example, in Texas, every public school is exposed to a similar standardized test (Knoester, & Au, 2017). Such instances provide opportunities for students, teachers, and schools to be awarded at the national level by how they perform on such standardized tests. It also means that students from Dallas can be compared to their counterparts in Amarillo and check on the progress of the schools.

The Project 2 Assessment allowed me to see some personality traits that I hold (Project 2 Assessment, 2017). I found that I am an agreeable and open to experience personality. I will take opportunities to have power over a group setting. Although, at times I will agree with others opinions. I am an extremely motivated person that likes to get a head start on work. This comes from the fact that I am good with problem solving situations. It is always great to have the challenge of coming up with a solution to an issue. Another positive trait is my communication skills. I did find out that I am not exactly ready to become a leader. I still have maturing to do in my career to reach that point. When that time comes, I could see myself reaching

For my course project I have selected scenario two. This scenario is about an employee named Maria, a person of Latino ancestry. She is a second generation, native-born American citizen with a graduate degree and ten years of experience with her current employer. Maria has filed a complaint against her company because she believes she was unfairly eliminated as a candidate for a promotion because of her distinctive accent. Maria states that her supervisor informed her that she was not being promoted because he feared that their clients would have trouble understanding her accent. She claims that she is highly qualified for the promotion because of the years she has worked for the company and her educational background. However, the promotion was given to Alex, an Angelo, who has had less time with the company but has better job evaluations.

Beginning in the 2014-2015 school year, districts statewide will be faced with implementing the online Partnership for Assessment of Readiness for College and Careers (PARCC) assessments for students in grades third through eleventh. The new teacher evaluation program, Teacher Excellence and Support System (TESS), will be implemented, including the requirement for all educators to use Bloomboard to document evidence of classroom instruction. In addition, the Digital Learning Act 1280 includes significant changes including requiring all districts to offer a digital learning course to all graduates beginning in the 2014-2015 school year.

Prospective student teachers were required to choose a curriculum document from either the primary or secondary school sector for evaluation. They were required to conduct such an evaluation using the Daniel Stufflebeam’s CIPP (Context, Input, Process and Product) Model. The CIPP Model would be used to determine the usefulness of the curriculum in meeting the needs of the Trinidad and Tobago society. Based on possible weaknesses found in the document, prospective teachers were to offer appropriate alternatives to improve the document’s content and implementation.