Transcript Document

Work Sampling 5th Edition
®
Florida Kindergarten Readiness Screener
Onsite Workshop
2014-2015
Agenda
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Introducing Concepts in Assessment
Introducing the Work Sampling System
Developing Observation Skills
Understanding and Using Developmental
Guidelines and Checklists
• Linking Observations to Performance Indicators
• Communicating with Parents
• Next Steps and Wrap-up
Materials
•
•
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Developmental Guidelines
Developmental Checklist (in TAM)
Class Record Form
Sample Observation Tools (in TAM)
Work Sampling System Reference Table (in TAM)
Workshop Legend
Activity
Group
Discussion
An activity
A group discussion
Discuss with a partner
Pre-Assessment
K-W-L
What do I know?
Group
Discussion
What do I want to
know?
What did I learn?
Concepts in Assessment
What is Assessment?
1. What is assessment and why do we do it?
2. What assessments do you currently use?
3. What are some “pros” and “cons” of your current
assessments?
Check and
Connect
What is Assessment?
A tool or process of answering specific
questions about various aspects of
children’s knowledge, skills, behavior, or
personality.
Introducing
The Work Sampling System
What is Work Sampling?
•
Authentic Performance Assessment
•
Curriculum Embedded
•
Instructional Assessment
Authentic Performance Assessment
Work Sampling helps teachers:
use actual
classroom
experiences,
activities, and
products
to document
and evaluate
children’s
skills,
knowledge,
and behaviors
Curriculum Embedded Assessment
Work Sampling enables teachers to:
learn about their students by encouraging them to
show what they know and what they can do.
Text placed here
Activities might include:
 Solving problems
 Writing in journals
 Interacting with peers
 Constructing with blocks
 Painting
 Doing experiments
Instructional Assessment
Primary focus is on
helping teachers make
instructional decisions in
their classrooms
Comprehensive means of
monitoring children’s
social, emotional, physical,
and academic progress
Based on teachers’
observations of students
who are actively working
and creating products within
the context of their daily
classroom experience
Designed to provide
meaningful feedback to
teachers, students, and
their families, and other
educators and
professionals
Evaluation
A student’s work is assessed through:
– Guidelines
– Teacher
– Work
and Checklists
observations
samples
Domains
• Personal and Social Development
• Language and Literacy
• Mathematical Thinking
• Scientific Thinking
• Physical Development, Health, and Safety
Domains
Five domains that build on the school readiness work of the
National Education Goals Panel (1995) have been cited as
important to assess:
• Social and Emotional Development
• Language Development including Emergent Literacy
• Cognition and General Knowledge including Mathematics
and Science
• Physical Well-Being and Motor Development
• Approaches to Learning
National Research Council Early Childhood Assessment: Why, What, and How (2008)
Domains
According to Head Start, the five essential domains of Child
Development and Early Learning include:
• Language and Literacy Development
• Cognition and General Knowledge including Mathematics
and Science
• Approaches toward Learning
• Physical Well-being and Motor Development
• Social and Emotional Development
Head Start and Early Head Start School Readiness Frequently Asked Questions.
Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/hs/sr
The Assessment Cycle
Assessment Cycle
Assessment Cycle
The assessment cycle for Work Sampling begins
with . . .
a.
Asking questions
b.
Taking action
c.
Rating performance
Work Sampling Components
Guidelines and Checklists
Guidelines and Checklists are organized by:
Broad areas of a student’s
Domains
growth.
Subsets of a domain comprised
Functional Components of several performance
indicators.
Skills, behaviors, and
Performance Indicators accomplishments to be taught
and assessed in the classroom.
Guidelines and Checklists
Domains
• Personal and Social
Development
• Language and Literacy
• Mathematical Thinking
• Scientific Thinking
• Physical Development, Health,
and Safety
Guidelines and Checklists
Functional
Components
• Process and Practices
• Number
• Operations & Algebraic
Thinking
• Measurement
• Data Analysis
• Geometry
Guidelines and Checklists
Performance
Indicators
• Reasons quantitatively and
begins to use some tools
• Identifies patterns and
makes generalizations
Guidelines and Checklists
Domain
Functional
Component
Performance
Indicator
• Personal and Social Development, Language and
Literacy, Mathematical Thinking, Scientific
Thinking, Physical Development/Health and Safety
• Process and Practices, Number, Operations and
Algebraic Thinking, Measurement, Geometry
• Begins to recognize patterns and makes
simple generalizations.
Let’s Use . . .
• Developmental Guidelines
• Developmental Checklist
• Class Record Form
Guidelines – Preschool 4
Domain
with
Description
Components labeled with letters
Performance
Indicators with
Rationale and
Examples
Developmental Checklist – FLKRS
Text placed here
Checklist Ratings
Not Yet

Skill, knowledge,
or behavior is not
yet demonstrated.
In Process

Skill, knowledge, or
behavior is
emerging but not
consistently
demonstrated.

Child can perform
part of a skill, but
not all of it.
Proficient

Skill, knowledge, or
behavior is
consistently
demonstrated and
observed in child’s
range of performance.

Proficiency is
determined within
context of what is
expected for the
child’s age.
Key Points to Remember
Developmental Guidelines and Checklists
• Performance indicators across five domains
• Formally rated in the first thirty days of school
• Evidence includes teacher observations, work
samples, and other sources of information
Developing Observation Skills
Documentation Steps
Step 1
• Gather data through
recorded observations,
work samples, and/or
photographs.
Step 2
• Make ratings on the
Checklist in response to
your informal
observational notes.
Documented Observations
Importance of Observation
 Helps teachers remember what children know and can
do.
 Observations provide the support and evidence to
support evaluations.
 Helps the teacher see patterns in learning and behavior
over time.
 Help teachers plan instructional activities that are
responsive to children’s interests, strengths and needs.
Documented Observations
Fact vs. Interpretation
Documented Observations
Group
Discussion
Sample 1:
9/4 at 10 a.m.- Jeremy is too distracted to do his work
Sample 2:
9/4 at 10 a.m. Jeremy has worked on math for 15 minutescompleted one problem of five. Builds with rods. Talks
continually with others about baseball. Walked to and from
pencil sharpener and water fountain five times.
Documented Observations
Notes:
Interpretations:
• 9/04 at 10 a.m.
• Distracted?
• Jeremy has worked on math
for 15 minutes-completed
one problem of five.
• Will linking math to baseball
interest him?
• Builds with rods.
• Talks continually with others
about baseball.
• Walked to and from pencil
sharpener and water fountain
five times.
Before Observing
Context for Observing
 Participating in the action
 Stepping out of the action
 Reflecting on the action
after the fact
Participating in the Action
Stepping Out of the Action
 Take 3-5 minutes to step back and observe one child,
a pair of children, or a small group
 Do this multiple times per week
4/6 Recci: Dramatic Play
As I approach the house area, Recci is playing with the
doctor’s kit. He silently administers oxygen to a doll,
takes its temperature, and tests its reflexes. He uses the
stethoscope and says “I can hear his heart for real.” He
uses the blood pressure cuff asking for help from Lisa in
attaching it to the doll’s arm.
Reflecting After the Fact
Norman is currently working on controlling the
computer mouse. He understands that he
needs to put the cursor arrow on an object to
activate it, but has difficulty coordinating
movements to do so. When using the
keyboard, he presses the screen occasional
instead of pressing a key.
Let’s Look at an Observation
Text placed here
What skills and behaviors do
you note from this observation?
Understanding the
Developmental Guidelines and
Checklists
Documentation Steps
Step 1
• Gather data through
recorded observations,
work samples, and/or
photographs.
Step 2
• Make ratings on the
Checklist in response to
your informal
observational notes.
Developmental Checklists
Group
Discussion
Comparing the WSS Checklist
with FL Standards
Let’s Practice!
Activity
Work with a partner. Link the WSS Performance
Indicators to the FL Standards for Approaches to
Learning. Write the Domain, Functional Component,
and Performance Indicator in the box next to each
standard.
See next slide.
Also use the Work Sampling Developmental
Checklist.
FL Early Learning and Developmental
Standards for Four-Year Olds
FL Standards and WSS - Responses
What is the WSS domain, functional component, and performance indicator
represented by these responses, e.g., I.C.1?
Techniques for Observation
and Documentation
Brief Note
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Anecdotal Note
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Running Record
A: picks up rec prism block, stacks on end, “I did it!”
S: “No, that’s not right, it isn’t a tower. It’s…” Puts hand on
A block
A: grimaces, slaps at S hand, screams “NO!”, throws self
backwards onto floor, hitting head, arching back
T: quickly comes over to A, puts herself between A and S,
says “A, it looks like you’re upset. I’ll help you calm
down. Remember, can I rub your back? (voice tone
anxious?)
A: “No!” thrashes fists by side, arches back again
T: “Well, I’ll just sit here then” (calmer voice tone?)
Rating Scale
Time Sample
Child Domain Process Notes
Making the Most of Observations
Consider ways to collect evidence for a whole class
or large group to document observations efficiently.
• Matrixes
• Tallies
• Domain Process Notes
• General Process Notes
Matrix
Tally
Domain Process Notes
General Process Notes
Recording Tools
 Legal pads
 Index cards
 Calendars
 Butcher paper
 Sticky notes
Group
Discussion
 Carpenter’s
aprons
 Audio recorders
 Digital Cameras
 Video cameras
 Tablets
Let’s Practice!
Activity
Choose one activity that kindergarten
teachers do every day.
Which performance indicators could you
observe during that activity?
Bonus:
Describe how you could collect evidence of
those indicators for multiple students at one
time.
Let’s Practice!
Ideas for Managing Evidence
• Set up one folder for each child containing records
listed previously.
• Use a large three-ring binder with a separate
section for each child. Include the Checklist,
along with all the other observational data and
notes in each child’s section.
• Store all students’ Checklists together in one
folder and keep observational data for the whole
class in a binder organized by domain.
Linking Observations to
Performance Indicators
Let’s Revisit!
Observation Note for Mina
Text placed here
Linking Observations to
Performance Indicators
Activity
• Let’s revisit the
observation for
Mina.
• Rate Mina for the
fall rating period.
• Only focus on the
Reading
Component under
the Language &
Literacy Domain.
Inter-rater reliability
Inter-rater reliability is the degree of agreement
between two raters and is important for keeping
the fidelity of the assessment high.
• Using the checklist you’ve just completed, add
the number of “NOT YETs” and then divide your
number with your neighbor’s.
• We are looking for 95% inter-rater reliability.
Check
and
Connect
Observation Note and
Performance Indicators
Linking Observations to
Performance Indicators
Activity
•
Now that you have been through both steps of the
documentation process, let’s try a Case Example.
•
Mark the Developmental Checklist in the appropriate
areas, based on your documented observations.
Step 1
•Gather data through recorded
observations, work samples,
and/or photographs.
Step 2
•Make ratings on the Checklist
in response to your informal
observational notes.
Observation Note for Dalia (K)
Inter-rater reliability
Dalia (Kindergarten)
• Using the checklist you’ve just completed, add the
number of “NOT YETs” and then divide your
number with your neighbor’s.
• We are looking for 95% inter-rater reliability
• What was difficult? What was easy?
Observation Note (Dalia) and
Performance Indicators
Communicating with Parents
Sharing the Data
The classroom teacher has a
wealth of specific knowledge
about how the child
approaches learning.
The Work Sampling System
provides rich, detailed,
individualized portraits of
children, including those with
special needs.
Check
and
Connect
By using work samples and
Checklists, the classroom
teacher can communicate
clearly with specialists and
family members about how
the child performs in the
classroom.
Checklist ratings become
more accurate when
specialized teachers include
their own observations and
evidence to paint a complete
picture of the child.
Factors to Consider When
Assessing Diverse Learners
Observational Assessment
•
Provides a representative and complete view of
a student – classroom-based and ongoing.
•
Observation data reveal whether or not the
child solved a problem correctly, and also
illustrate the manner in which the child
approached the task and solved the problem.
Guidelines and Checklists:
Making Modifications
Modifications may include:
• Interpreting performance indicators in a more
inclusive way.
• Deleting certain performance indicators or
functional components.
• Supplementing the Work Sampling System with
other, more specialized assessments.
Assessing Diverse Learners
When using Work Sampling with students with
special needs, it is permissible to modify the
Developmental Checklists.
a.
True
b.
False
Check
and
Connect
Using Work Sampling with
English Language Learners
Assessing English Language
Learners in the Selected Domains
• For the Language and Literacy domain, many
teachers rate the child based on his or her
performance when using the English
language.
• It is recommended that teachers use a child’s
preferred language to document the skills in
the other domains.
• It is up to the district’s policies in terms of
how teachers should best use Work Sampling
for these learners, and what additional
assessments might be necessary.
Questions and Discussion
K-W-L
What do I know?
Group
Discussion
What do I want to
know?
What did I learn?
Post-Assessment
Thank You!
Thank you for attending this workshop on
The Work Sampling System for FLKRS
It is now time to complete the end-oftraining evaluation!
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