Transcript Today’s Agenda

Today’s Agenda
• 8:30 to 9:00 Sign in, coffee, get
organized
• 9:00 Intro to the assessment center:
logistics, what to do, what not to do
• 9:30 Self-assessment exercise
• 10:00 Test taking strategies/avoiding test
anxiety
• 10:30 How the exercises are scored/know
your assessor
Agenda Continued
• 11:00 Model how to use the scoring guide
to know exactly what to expect from each
exercise
• 11:30 Work in certificate area groups to
understand your exercises and brainstorm
strategies together
• Lunch
• Continue working in certificate area
groups
Agenda continued
• 1:30 Share with whole group any great
ideas that came out of your work
sessions; answer questions that have
come up during the day
• Flexible work time—on your own or in
your certificate area groups, continue to
study your assessment center exercise
scoring guide and
Level 4 Key words
clear
consistent
convincing
insightful
in-depth
thorough
accurate
tightly connected
targeted
focused
informed
substantive
closely linked
significant
Level 3 Key Words
accurate
clear
thorough
significant
connected
appropriate
in-depth
targeted
informed
effective
complete
detailed
Level 2 Key Words
limited
simplistic
confusing
minimal
some inaccuracy
loosely connected
over-broad
unclear
vague
partial
sketchy
weak
Level 1 Key Words
little
no
inaccurate
missing
ambiguous
minimal
misinformed
inappropriate
disconnected
weak
confused
simplistic
Assessor’s Process
• Did this candidate answer every part of
the question, or are some elements
missing?
• Is the candidate’s answer accurate and on
target?
• Did the candidate provide convincing
evidence to support the answer?
• Does the rationale for each strategy make
sense? Is it explained clearly?
Prompt
• What is one significant
•
•
feature of the student’s
oral discourse?
What is one significant
feature of the student’s
written discourse?
What do these features
tell you about the
student’s secondlanguage development?
Response
• A significant feature of
•
•
the student’s oral
language is . . .
A significant feature of
the student’s writing is
...
These features tell me
that the student is
struggling with verb
tenses and homophones,
but is otherwise
approaching mastery. . .
Prompt
• Describe two specific
modifications/adaptations
you would make to this
activity for the given
student. Explain what the
student will be doing and
how the modifications/
adaptations will promote
the given student’s
learning of the science
and mathematics
concepts in the topic
area.
Response
• One modification I would
•
•
•
make to this activity
would be . . .
This adaptation would
require the student to. . .
This strategy will promote
the student’s
comprehension of the
science concept by. . .
A second modification
needed for this student
is. . .