The Assessment Data Of The Miles College Self Study

As schools were faced with these daunting expectations to meet standards, state agencies, school boards, and administration all had to re-evaluate current practices, not only in the form of what should be taught, but how it should be taught (Performance Evaluation Advisory Council, n.d.). In more appropriate terms,

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.

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice.

Aim: The aim of this unit is to assess the knowledge and understanding a learning and development practitioner requires for the internal quality assurance of assessment. “Practitioner‟ means anyone with a learning and development responsibility as the whole or a part of their role.

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice.

Our parish has seen a drop in the math scores with the new PARCC test. With this weakness being of the utmost importance, a responsible district leader, should engage in professional practice by ensuring that their administrators and teachers are working as a team to improve student achievement. Everyone should work together in order to promote positive change concerning this districts math scores. Observations should be conducted by the administrators and by district level supervisors in order to find any strength and weaknesses that may need to be addressed. ISLLC standard 2, states that the school administrator should sustain an instructional program conducive to student learning and staff professional growth. In order to do this, everyone on the team must be open to diversity and innovation, which includes the constructive criticism from the Danielson Rubric used during observations, and adoption of new curriculums. The district level supervisors have to provide professional development for all teachers in order to implement a new curriculum

The purpose of this proposal is to examine current and future Iowa State University admissions decisions processes. At the present time most colleges, including Iowa State use a combination of standardized test scores, high school class rank, high school grade point average, and essays to make decisions on admissions. All of the above are good determinants of a student’s possible success in college, except standardized test scores. Standardized tests discriminate against minorities and are not a good overall indicator of a student’s potential. For these reasons and others, Iowa State should not use standardized test scores when making admissions

2. Teachers pursue their learning. The educators pursue development of the competency until they are ready to submit evidence for the assessment.

This administrator works heavily with guidance counselors and department heads guiding the school’s instructional plan. This administrator’s shortfall would be the classroom experience especially in the subject areas that are heavily tested.

Through program design, data collection will be consistent and paint an enhanced picture of program and student success. Katsikeas, Morgan, Leonidou, and Hult (2016) report that the assessments used in evaluation should be representable of the indicators of the domain they purport to measure. According to Pollari-Welbes (2016) data quality is important because it is a fundamental grant requirement, provides a trustworthy story of collective impact for stakeholders, a sound basis for programmatic and financial decision-making, and is a potential audit focus. This will also help LTR personnel in evaluating program success and will provide data for future specific program recommendations. During the first years of schooling, students move from learning to read to reading to learn (Reynolds, Wheldall & Madelaine, 2011). By narrowing the population served by AmeriCorps members, the LTR program director will have enough data on a targeted population to better understand student outcomes and program success.

The SmarterMeasure assessment is used by Jefferson College to assess whether or not a student is prepared to take an online course or a class where technology is readily used. The test analyzes five different areas of readiness: life factors, personal attributes, technical competency, technical knowledge, and reading recall. Within each area, sub areas are used to tell the student where their strengths and weaknesses are. A student is measured on a scale of one to four in each of the areas, with four being the highest. For example, a student scoring a four performs well with that skill, but a student scoring a one may want to seek improvement in that area before taking a college online course.

6. Explain how you prepare the required resources needed to assess your candidate’s knowledge and prepare and maintain conditions that support the effective assessment of your candidate’s knowledge and understanding.I always prepare my resources needed prior to assessing. I ensure I have the standards I need, any worksheets or handouts needed, Planning forms, feedback forms and addition support handouts. I also take care of the learners portfolio keeping this locked up in a cupboard.I ensure that the environment is easy to work in and somewhere the learner can write or take notes. I try to avoid any distractions that may affect the learning.This evidence will be referenced to Unit 303 Assessment

Assessments are vital to the educational process. They provide feedback about what the students know and what they may need to learn in order to obtain the content within a given curriculum. It provides teachers with a glimpse into the student’s readiness on a particular topic or subject. One of the six key principles of having an effective differentiated classroom is having a formative assessment that informs teachers on the effectiveness of their teaching. It also provides teachers with the readiness levels of their students and shows them exactly where the students’ readiness, interests, and learning profile needs really are (Tomlinson, 2014).

Bethel provides several excellent tools that can be utilized in conducting a self assessment. However, the tool I would like to use first is a book entitled "Discover Your God-Given Gifts".

In the Foundations of Education course here at Alcorn State University; it is a necessity that we the students attain fifteen field hours. The first five hours starts with the INTASC Standards 10. The INTASTC Standard 10 states that the teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. The Interstate Teacher Assessment and Support Consortium is an association of state education agencies and national educational organizations dedicated to the improvement of the preparation, licensing, and on-going professional development of educators. An effective educator must be able to mix content knowledge with the specific assets and desires of students to guarantee that all students absorb and achieve at high levels.