View source for General Information about New Approaches to Assessment and Classroom Data courses

'''Title''': [[Teaching For Understanding: Ongoing Assessment]]

'''Author''': Randy DeVett

'''Abstract''': This course is designed for educators who have begun to understand the importance of Teaching For Understanding (TFU) and have designed a unit of instruction following the TFU framework. The main goal of this course is examining and creating the ongoing assessment portion of the framework in order to adjust assessment so it is now a means of furthering student understanding.

'''Course Objective''': At the end of this course students will: 1)Understand the importance of teaching for understanding. 2)Understand the importance of embedding assessment into their teaching unit. 3)Understand that establishing criteria for their assessments is the first step in creating understanding focused assessments.  4)Understand the importance of feedback and its role in student learning and understanding.

'''Tag(s)''': ongoing assessment, TFU


'''Title''': [[Teaching and Assessing for Understanding]]

'''Author''': Brooke Hasey

'''Abstract''': This mini-course will be designed to help writing teachers create lessons to teach for understanding and explore alternative assessments while still involving the state assessment required to graduate from high school.

'''Course Objective''': Teachers will gain the knowledge needed to understand why it's important for alternative assessments, understand the importance of continuing to utilize teaching for understanding, be able to use common ideas to apply to their lesson in regards to teaching for understanding, employ traits learned from course into authentic assessments for classroom use, and create effective rubrics for use in assessing.

'''Tag(s)''': writing teachers, alternative assessments, state assessment


'''Title''': [[Assess for Success]]

'''Author''': Mary Beth Rock

'''Abstract''': In this set of lessons, participants will be introduced to research about the use of formative assessment and its potential in uncovering student misconceptions, increasing achievement, and stimulating student ownership of learning and motivation.

'''Course Objective''': Participants will reflect on their personal understanding of “assessment” and its place in their classroom; state several attributes of what formative assessment is, and what it is not; list several types of formative assessment techniques that could be added to their teaching practice; gain confidence and expertise using assessment in a formative manner, to shape their instruction; understand the difference between “knowing” verses “understanding”, and develop strategies to assess for understanding; make a plan for implementing formative assessment as a means of teaching for understanding and student mastery of objectives in their classroom; create student rubrics and use these to guide students towards improving their learning from understanding their errors.

'''Tag(s)''': formative assessment


'''Title''': [[Data analysis for differentiated instruction]]

'''Author''': Colleen Bryla

'''Abstract''': The course is designed to help teachers to identify, collect, analyze student data. In addition, it will teach teachers to choose appropriate instructional practices to make changes based upon the implications of student data.

'''Course Objective''': Learners will walk away with better knowledge of how to identify their students' needs and feel confident in being able to provide meaningful activities to increase student learning and enjoyment of learning.

'''Tag(s)''': student data


'''Title''': [[Creating Authentic Assessment]]

'''Author''': Allison Hubbs

'''Abstract''': The course introduces the basics of authentic assessment, why it should be used in the classroom, how it improves student performance, and developing a form of authentic assessment for your own classroom.

'''Course Objective''': After completing this course, the learner will be able to: 1. Understand what authentic assessment is and the benefits of using it in the classroom. 2. Understand the various types of authentic assessment that can be implemented in the clasroom. 3. Understand the step by step process to creating an authenic assessment opportunity. 4. Evaluate their own student assessment and design a new assessment opportunity incorporating the basics of authentic assessment.

'''Tag(s)''':  authentic assessment


'''Title''': [[Utilizing Formative Assessments]]

'''Author''': Valerie Anwari

'''Abstract''': This course will define formative assessment and discuss the benefit of using a variety of formative assessments to increase student learning. Learners will reflect on current assessment practice and will create an assessment plan that incorporates a variety of formative assessments.

'''Course Objective''': After completing this course, the learner will 1) understand formative assessment and the reasons for its use; 2) reflect on current practice in assessment strategy and current research on formative assessment 3) analyze current assessment choices for existing lesson, unit, or course 4) design a new assessment plan modeled on formative assessment for an existing lesson or unit

'''Tag(s)''': formative assessment,  assessment strategy


'''Title''': [[E-Portfolio]]

'''Author''': Jennifer Boisvert

'''Abstract''': This mini-course will focus on incorporating E-Portfolio's into a post-secondary educator’s course.  This mini-course will teach the post-secondary educator on the importance and the purpose of E-Portfolios. It will also show them how to design and incorporate them into their course.

'''Course Objective''': Teachers can have students create E-Portfolios at the end of the semester to demonstrate what that student learned throughout the semester. Post-secondary educators will be able to use the students E-Portfolio to assess the student.

'''Tag(s)''': E-Portfolio, assess


'''Title''': [[Ashley's Portfolio Page| Electronic Portfolios: Case Study]]

'''Author''': Ashley Keegan

'''Abstract''':  Four case studies the author had conducted to teach the understanding and creation of E-Portfolios.

'''Course Objective''': After reviewing these case studies students will be able to: 1Understand how and why Electronic Portfolios are used in classrooms. 2 Create an Electronic Portfolio using Google Sites. 3 Plan how to maintain personal Electronic Portfolio over a long term period of time. 4 Develop and answer self-reflective questions. 5Understand how Electronic Portfolios will be assessed .

'''Tag(s)''': E-Portfolio, Google Sites


'''Title''': [[Action Research]]

'''Author''': Ashley Setter

'''Abstract''': The course will teach the concept of action research, how to begin, how to collect data for action research, how to report and use the data, and at last, how to carry on actions.

'''Course Objective''': Upon the completion of this course, students will be able to conduct action research on their own.

'''Tag(s)''': action research


'''Title''': [[Response to Intervention]]

'''Author''': Kristina Rosenberg

'''Abstract''': In this course, students will be able to develop a foundational understanding of the three tier approach that separates students who need interventions from students of average to above average learning abilities, and those students who receive services from those in need of special education services.

'''Course Objective''': Upon the completion of this wiki-course, students should be able to:1. Understand the value and need for an effective RtI process for students in need of literacy support. 2. Explain the three tiers of RtI by using the pyramid model. 3. Create a methodology/mission statement of how to incorporate RtI into their own building or district. 4. Design an RtI model for their own building or district 5. Adapt literacy lesson plans to meet student needs in each tier of RtI

'''Tag(s)''': RtI (Response to Intervention)


'''Title:  '''  [[Keeping Imaginative Play In the Kindergarten Classroom:How to conduct observations of play behaviors to identify and understand individual student development and integration of skills within authentic play contexts]]

'''Author:''' Alicia Mari

'''Abstract:''' N/A

'''Course Objective: '''The purpose of this course is to increase awareness of the importance creative play has in the kindergarten classroom. Through examples, analysis, and interactive exercises, participants will consider play as a tool for identifying and analyzing play behaviors of kindergarten children with the ultimate goal of clarifying student development and integration of skills.

'''Tag(s):''' creative play, kindergarten, student academic development,


'''Title: '''[[Multiple Intelligences in the classroom]]

'''Author: '''Julie DelPapa

'''Abstract:''' N/A

'''Course Objective:''' Learners will be able to describe Howard Gardner’s theory of multiple intelligences. Learners will identify a lesson that appeals to each type of Gardner’s learners. Learners will design a lesson and analyze what learners it appeals to.

'''Tag(s):''' multiple intelligence, classroom teaching,



'''Title:''' [[Creating and Maintaining Classroom Management]]

'''Author:''' Valerie Nobile

'''Abstract:''' This course is help teachers develop classroom management strategies.

'''Course Objective: '''
Learners will be able to articulate the importance of developing a classroom management plan. Learners will be able to describe the function of creating and maintaining classroom management. Learners will be able to identify the signs of poor classroom management and ways to change it.

'''Tag(s)''': Classroom management, teacher, teaching.



'''Title''': [[Differentiated Instruction]]

'''Author''': James Foody

'''Abstract''': This course will teach you essentials on differentiating instruction: how to assess different learning styles, methods and strategies for differentiating instruction, and the importance of and how to apply differentiated instruction.

'''Course Objective''': N/A

'''Tag(s)''':  Instruction



'''Title: ''' [[Teaching for Understanding and APPR]]

'''Author''': Chad Shippee

'''Abstract:''' The purpose of this course is of a professional development nature.

'''Course Objective:''' Create an awareness of the Teaching for Understanding framework.  Present basic information about new APPR mandates in NYS schools. Offer suggestions on how one can use Teaching for Understanding concepts to improve teaching in a way that will satisfy APPR mandate requirements.

'''Tag(s):''' Teaching, APPR,


'''Title''': [[The Importance of Differentiated Instruction]]

'''Author''': Jordan Carroll

'''Abstract''': This course will explore the topic of differentiated instruction, its importance in education, and how Social Studies teachers can strive to differentiate their instruction to meet the needs of their learners. In order to understand the diverse needs of students, the mini course will also examine Howard Gardner’s theory of multiple intelligences and how this theory is connected to differentiated instruction.

'''Course Objective''': Given resources (articles, readings, videos etc.) participants will be able to demonstrate their knowledge of the key concepts of differentiated instruction through participating in class discussion. Participants will be able to recall the various learning styles (multiple intelligences) and how to cater to their students through the use of differentiated instruction. Also, Participants will be able to discuss how differentiated instruction and Gardner's theory of multiple intelligences are related through participating in class discussion. By the end, participants will be able to demonstrate effective strategies for differentiating instruction through creating their own lesson plan. And, participants will be able to identify the importance of differentiated instruction, how it applies to their teaching, and benefits their students.

'''Tag(s)''': differentiated instruction, social studies, multiple intelligences, class discussion, effective strategies


'''Title''': [[Data Driven Instruction]]

'''Author''': Matthew Yagley

'''Abstract''': The intent of this project is for teachers to learn how to analyze student data. Data driven instruction is an importance process being implemented now more than ever. It’s visual that teachers look at more than just a number grade. Rather, it’s vital that teachers look at what a student learned, what they didn’t learn, how does the teacher know, and what the teacher can do to fix that.

'''Course Objective''': The learner will classify data driven instruction in relation to their specific instructional content and level. Also, the learner will demonstrate finding data that is relevant to the data cycle. By the end, the learner will demonstrate data analysis of learner’s strengths, weaknesses, and needs in whole groups, small groups, or an individual basis.

'''Tag(s)''': data driven instruction, data analysis, data cycle, needs


'''Title''':[[Using Writing to Assess Students' Problem-Solving and Critical Thinking Skills in Mathematics]]

'''Author''': Shelli Casler-Failing

'''Abstract''': The intent of this course is for Mathematics educators to learn how regular writing, incorporated into the mathematics curricula, will improve students’ critical thinking, problem-solving, and metacognitive skills while simultaneously creating students capable of providing written explanations of solutions to mathematics problem.

'''Course Objective''': Learner will prove their understanding of how writing in mathematics utilizes metacognitive and critical thinking skills to portray student understanding by analyzing student examples. As well, learner will choose to accept writing as part of curriculum by designing lessons utilizing various writing aspects. And, learner will be able to apply new knowledge and understanding by generating mathematical questions to assess students’ metacognitive and critical thinking skills through writing. Also, learner will be able to classify students’ written work by categorizing writing reflective of metacognitive and/or critical thinking skills.

'''Tag(s)''': writing, assess, problem-solving, critical thinking, Mathematics, metacognitive, analysis, understanding





'''Title''': [[Formative_Assessment_Project_Page|Formative Assessment Project Page]]

'''Author''': Chelsea Pease

'''Abstract''': Welcome! This course is designed to get you started on using formative assessment in your classroom. While many of you will have had some experience with formative assessment in the past, through this course we will develop a detailed knowledge of; what formative assessment is, how to use it to guide your lesson planning and what new formative assessment technologies are available. 

'''Course Objective''': Students will be able to explain the difference between summative and formative assessments. Students will be able to understand ways in which using formative assessment is important to lesson design. Students will generate formative assessments to use in their own classrooms using the socrative app and google forms.

'''Tag(s):''' Assessment. Formative assessment.





'''Title''': [[Searching_For_and_Evaluating_Web_Resources|Searching For and Evaluating Web Resources]]

'''Author''': Ashley Smolinski

'''Abstract''':  Welcome! Want to learn more about locating and evaluating information on the Web? You've come to the right place. While many people already know how to find 'something' by using Google to search for information, finding quality information can be a challenge! This course is designed to help you do just that: find quality information.

'''Course Objective''': Learn about the research process, creating guiding questions to help you navigate your search.. Discover advanced search techniques to help you find resources to answer your question.. Develop searching skills through guided and independent practice. Evaluate your resources based on five useful criteria.

'''Tag(s):''' Searing for Web Resources, Evaluating Web Resources.





'''Title''': [[Operation:_Assessment_Overhaul_Course_Page|Operation: Assessment Overhaul]]

'''Author''': Matthew Mariani

'''Abstract''':  There must be a way we can pull together to reform assessment. And it’s not going to take just a small tweak. In order to recognize the problems, we must first understand the following: What is an assessment? How do we use them today? How have they been used in the past?And lastly, what exactly is it about assessment that needs to change to be better suited for the learner of today? In this course, we are going to work on first tearing down every preconception of what we as educators have come to know about assessment – peeling back every layer, getting to its core, finding out and scrutinizing its true purpose. Once we have torn it down, we are going to begin to restructure modern assessment to fit a new mold: the mold of the 21st Century classroom. We will be using only the most effective and practical components we find to meet the new challenges our students will be encountering in the real world

'''Course Objective''': Correctly identify the strengths and weaknesses of modern assessment methods by brainstorming the characteristics of a typical test, as well as common desired learning outcomes. Learners will be asked to revisit this component at the end of the course to see how much their perception has changed.

Effectively weigh the costs and benefits of different assessment evaluation/grading methods – Learners in this course will demonstrate advantages and expose flaws in modern testing by completing a series of tests within an allotted time limit, and will collaboratively discuss their thoughts on these forms of assessment via message board.

Demonstrate the practicality of educational technology as a part or as a whole of their assessment, and will demonstrate how technology can be used as a helpful aid for assessment evaluation.

State improved techniques to better prepare students for assessment, as well as execute these techniques in a classroom environment.

'''Tag(s):''' Assessment






'''Title''': [[Terrance_Richards_portfolio|Maximizing the Power of Feedback]]

'''Author''': Terrance Richards

'''Abstract''':  The purpose of developing this course is to create effective feedback strategies that elicits the desired effects. Participants of this course will use a 3 step process when deciding on a feedback strategy that is best suited for their classroom. The first step is to examine the effectiveness of the instructor. That is, we want to examine student perception of the instructor's authority. The second step in the course requires you to examine the elements that comprise effective feedback

'''Course Objective''': Learners in the course will get a chance to examine different aspects of optimal feedback: Optimal Timing; Qualitative aspects; Quantitative aspects; The presentation Structure of feedback.

''' Tag(s)''': Effective instruction. Feedback






'''Title''': [[Formative_Assessment_Strategies|Formative Assessment Strategies]]

'''Author''': Stephanie Jenkins

'''Abstract''':  NA

'''Course Objective''': In this unit on formative assessment, educators will learn the importance of incorporating formative assessment into their instruction. Educators will explore different formative assessment strategies and discover how to create formative assessments. Educators will have the opportunity to implement these strategies into lessons of their own, reflect and discuss the experience with their peers. In the first lesson, educators will learn about assessment, the difference between summative and formative assessment, and complete a fun activity to check for their own understanding. In the second lesson, educators will take a closer look at formative assessment and different formative assessment strategies.

'''Tag(s)''': Assessment





'''Title''': [[User:Jessica_Hullar|Homework Practices ]]

'''Author''': Jessica Hullar

'''Abstract''':  This course will take a deeper look at homework practices. Learners will explore research and data on the effectiveness of homework, and also, they will look at some relational evidence of what the effects of homework look like "in real life." In other words, the learners will conduct a case study on a student they actually know in grades K-12 to observe the more tangible positive and negative consequences of homework. This course allows learners to reflect on homework practices, and decide on a policy for their own students. The main goal is for learners to take a position on homework with research to validate and support their claims and policies.

'''Course Objective''': Learners will analyze and discuss homework practices.  Learners will review case studies and conduct their own case study on a subject to collect evidence on the effects on homework.

''' Tag(s)''': Homework, Assessment



'''Title''': [[Positive_Discipline_in_the_Classroom|Positive Discipline in the Classroom]]

'''Author''': Cheryl DePra

'''Abstract''':  The intent of this course is to equip educators with the classroom management tools of Positive Discipline. While the Positive Discipline in the Classroom mini-course will focus on early and elementary childhood classrooms, implications across grade levels will be addressed. Participants will be able to empower and encourage students toward success by embedding mutual respect into all aspects of their instruction.

'''Course Objective''': Participants will be able to: Identify principle characteristics of a Positive Discipline environment. (Gagné’s Verbal and Intellectual Skills); Describe examples and scenarios of Positive Discipline. (Gagné’s Verbal and Intellectual Skills); Evaluate students’ needs by regulating, training, guiding, preparing, and instructing them through an equitable, kind-and-firm, communication-rich approach. (Gagné’s Intellectual Skills and Cognitive Strategies); Model Positive Discipline and facilitate mutual respect in the classroom. (Gagné’s Intellectual Skills and Attitudes); Design a curriculum that embodies principles of Positive Discipline, mutual respect, inquiry, and democracy. (Gagné’s Intellectual Skills, Cognitive Strategies, and Attitudes)

'''Tag(s)''': Positive Discipline; Classroom management


'''Title''': Narrative in Instruction and Assessment

'''Author''': J. Robin Ward

'''Abstract''':  This mini-course is designed to provide classroom teachers with an introduction to one instructional tool: the use of narrative.

'''Course Objective''': Explain the value of narrative as a tool for teaching, learning, reflection, and assessment; Identify opportunities for incorporating narrative elements into instructional activities; Engage in interpretation of narrative to identify meaning within the summary of experience; Design instruction that incorporates narrative elements.

'''Tag(s)''': Narrative; Assessment