Transcript Teacher Work Sample Methodology

TWS Aid
For Factor 6: Analysis of Assessment Procedures
Major Section Requirements:
1. Graph comparing pre and post assessments
2. Worksheet showing Learning Gain Scores
(LGS) for each student
3. Learning Achievement Table depicting % of
students achieving “mastery level” for each
objective
4. Text/Graph/Chart analyzing how subgroups
performed relative to each objective
Examples of Objectives
Classified Low Level of Difficulty
Cognitive: Knowledge & Comprehension (Bloom); Knowledge (Sternberg)
Affective: Receiving & Responding to
Psychomotor: Reflex movements & Fundamental movements
In a given music example, the student should be able to identify
all of the basic elements of music (cognitive)
The student will report two likes and two dislikes as a response
to the assigned reading (affective)
The student performs a tennis serve with correct form
(psychomotor)
Examples of Objectives
Classified Middle Level of Difficulty
Cognitive: Application & Analysis (Bloom); Skills/Performance/Applications (Stenberg)
Affective: Valuing & organizing of values
Psychomotor: Perceptual abilities & Physical abilities
After watching a video on scientific theories the student will list at
least one difference between the use of the term “theory” in
science and the use of “theory” in non-science contexts
(cognitive)
During a debate, the student will defend the right of scientists to
conduct research in a three-minute statement (affective)
Within the time allowed the student will adjust a microscope so
that the image is clear (psychomotor)
Examples of Objectives
Classified High Level of Difficulty
Cognitive: Synthesis & Evaluation (Bloom); Reasoning Ability (Stenberg)
Affective: Internalizing values
Psychomotor: Skilled movements & Nondiscursive communication
Given a map with six distinct geographical features, students will
be able to evaluate the best location for building a new city
(cognitive)
Student members of jazz band will perform solo improvisations in
Count Basie style for One O’Clock Jump (affective)
The student accurately performs a tennis serve, including correct
spin, speed and placement of the ball in the opposite side of the
court (psychomotor)
Graph for Pre/Post Assessment Data for Each Student
This example graph shows a comparison of the pre & post-assessment data for each student.
100%
80%
60%
40%
20%
0%
Student 1
Student 2
Student 3
Student 4
Student 5
Pre-Assessment Score
Post-Assessment Score
Student 6
Student 7
Concept of Gain Scores
A gain score is the actual gain divided by the potential gain.
GAIN SCORE =
ACTUAL GAIN
POTENTIAL GAIN
.82
What does it mean?
82%
Gain Score Worksheet
Using the formula,
calculate the
missing gain scores.
GAIN SCORE
Student #
1
2
3
4
5
6
7
8
9
10
11
12
13
Pre
Score
40
90
40
30
85
75
60
40
40
75
45
60
40
Post
Score
90
95
80
85
88
100
90
95
40
50
70
80
95
Gain
Score
.83
.50
Solve
.20
+1.00
.75
.92
.00
-1.00
.45
.50
.92
Gain Score Worksheet
GAIN SCORE
Student #
1
2
3
4
5
6
7
8
9
10
11
12
13
Pre
Score
40
90
40
30
85
75
60
40
40
75
45
60
40
Post
Score
90
95
80
85
88
100
90
95
40
50
70
80
95
Gain
Score
.83
.50
.67
.79
.20
+1.00
.75
.92
.00
-1.00
.45
.50
.92
Group Average .50
Solutions:
80 – 40
= 40 = .67
100 – 40
60
85 – 30
= 55 = .79
100 – 30
70
Include the average of the gain scores.
“ 50%” Average Learning Gain
Negative Gain Scores
What happens when a student scores lower on the post-assessment than
on the pre-assessment?
Example:
Pre-Assessment = 75 %
Post-Assessment = 50 %
-25
25
Formula:
Post-Assess % - Pre-Assess %
100% - Pre-Assess %
=
50 - 75
100 - 75
=
-25
25
= - 1.00
This student could have gained up to 25 points, but instead lost 25
points, a value equaling 100 % of what could have been gained.
Gain Scores for Pre-Assessments of 100%
What happens when a student scores 100% on
the pre-assessment?
When a student scores 100% on the pre-assessment, that score
must be changed to 99%. Otherwise, the potential gain will
equal zero and the gain score will be undefined.
Explanation:
Remember:
Gain Score = Actual Gain
Potential Gain
If the potential gain equals zero, then
Actual Gain = undefined
0
Changing the student’s pre-assessment score to 99% will make
the potential gain equal 1. Then, using 1 as the denominator
(instead of 0) will allow the score to be defined.
Other Points About Gain Scores
Gain scores are not a perfect measure
The student teacher/intern should include more than
just assessment of knowledge in the assessment plan
and gain score calculations
The student teacher/intern will not being evaluated or
judged on the amount of gain produced
The Learning Achievement Table
Purpose: To identify the percentage of students who achieved a
minimum mastery level for EACH learning objective.
All assessment data (tests, performances, portfolios, formal and
informal questioning, checklists, rubrics, etc.) could be used in
this table to calculate percentages.
Required in order to capture some forms of performance
assessment that are criterion (given once at the end)
assessments.
The student teacher/intern sets the criteria for what is considered
mastery.
The student teacher/intern is not going to be evaluated by degree
of mastery.
Example of a Learning Achievement Table
Objective
Percent of Students
Achieving Mastery
Lists 12 reasons for the occurrence of the
Industrial Revolution
88%
Integrates technology throughout presentation
78%
Total Average Mastery
83%
Setting Mastery Levels
Example for: Knowledge Objective & Assessment Type
Objective: List 12 reasons for the Industrial Revolution
Assessment: Fill in the blank – paper and pencil test
Mastery Level: 9 out of 12 is considered mastery
Example for: a Performance Objective & Assessment Type
Objective: Student integrates technology throughout presentation
Assessment: Student presentations at the end of the unit
Mastery Level: Score of a 3 on a 1-3 rubric factor for technology (see rubric)
Mastery should not be set too high or too low.
The student teacher/intern needs to be able to examine each
student’s performance for each objective.
Sub-Group Comparisons
Purpose: To provide evidence that
the student teacher/intern can deal
effectively with students with various
needs and from various backgrounds.
The student teacher/intern picks the
groups of individuals
Could use SES, ESL/Non-ESL,
race/ethnicity, disabilities,
achievement levels, and gender as
potential comparisons
Comparisons can be depicted:
in text using a narrative while
referring to gain scores and
objective mastery %
with a chart or graph (example on
next slide)
Example Graph for Sub-Group Comparison
100%
90%
Percentage
80%
70%
60%
50%
40%
30%
20%
10%
0%
Could also use
Gain Scores here.
ESL,
84%
Non-ESL,
86%