61. Video Schedule: Saturday teacher training programs and other contexts of teaching is shared to improve computerbasedtest administrations Demonstration; assessment/testing; CETC Friday http://www.tesol.org/conv/t2003/pp/program/caucuses/cetc.html

TESOL 2003 CETC Schedule: Wednesday, March 26 The below schedule includes sessions which were identified by the submitter as being relevant to this TESOL caucus, and as such, may not be a complete picture of events related to this topic/caucus (not all links below may work; not all convention days may be represented). Consult interest section schedules of events for complete schedules by topic. Wednesday, March 26 Thursday, March 27 Friday, March 28 Saturday, March 29 ... Index of Interest Section Schedules #2782: Extensive reading for seminary-bound ESL students Paper; Content-based instruction; CETC Wednesday, 8:30 am to 9:15 am, Room 326 The presenter reports on research in which appropriate NS texts with theological content were located and graded into an extensive reading scheme for seminary-bound students by employing computer software and discourse analysis. The processes discussed can be transferred to any discipline. Nancy Schoenfeld #2933: Hearing the voice from within Paper; Personal development; CETC Wednesday, 10:30 am to 11:15 am, Room 341

62. Middle School Assessment And Evaluation Formative assessment refers to a teacher's use of inclass testing and otherperformance measurement to modify teaching and better meet student needs. http://www.middleweb.com/ContntAssess.html

Using Data to Close the Achievement Gap The achievement gap that separates low-income and minority youngsters from other young Americans is widening again, says Education Trust president Kati Haycock, and "if we don't get the numbers out on the table and talk about them, we're never going to close the gap once and for all." But in this article in Educational Leadership (March 2001), Haycock worries "about how many people head into discussions without accurate data. And I worry even more about how many education leaders have antiquated-and downright wrong-notions about the whys beneath the achievement gap." Standards-Based Report Cards in Middle School One of the best information sets we've seen on the Web about the use of standards-based report cards in the middle grades. Test Data Teachers Would Love To Have "Imagine," says this article in Principal Leadership (January 2001), that "teachers in your school receive a report on their students three times a year, an analysis of each student's reading, writing, and math skills." What's more, the school-developed assessments "would be scored against rubrics the staff has written using state standards and the school's expectations for good work. The result: reliable, comparable, timely assessment data that can really improve instruction tomorrow in their classrooms and across the school." Student Self-Assessment: Making Standards Come Alive Incorporating a standards-based approach to teaching and learning can be a creative and enriching endeavor. What's one key approach? Ask students to assess their own work. This article at ASCD's Classroom On-Line newsletter describes a high school self-assessment project that may inspire middle grades educators as well.

63. Archived: PERFORMANCE ASSESSMENT Performance assessment requires students to structure and apply rather than be encumberedby testing requirements that most teachers shape their teaching in a http://www.ed.gov/pubs/OR/ConsumerGuides/perfasse.html

A r c h i v e d I n f o r m a t i o n Number 2 September 1993 Performance Assessment WHAT IS IT? Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. For example, a student may be asked to explain historical events, generate scientific hypotheses, solve math problems, converse in a foreign language, or conduct research on an assigned topic. Experienced raterseither teachers or other trained staffthen judge the quality of the student's work based on an agreed-upon set of criteria. This new form of assessment is most widely used to directly assess writing ability based on text produced by students under test instructions. HOW DOES IT WORK? Following are some methods that have been used successfully to assess performance: Open-ended or extended response exercises are questions or other prompts that require students to explore a topic orally or in writing. Students might be asked to describe their observations from a science experiment, or present arguments an historic character would make concerning a particular proposition. For example, what would Abraham Lincoln argue about the causes of the Civil War? Extended tasks are assignments that require sustained attention in a single work area and are carried out over several hours or longer. Such tasks could include drafting, reviewing, and revising a poem; conducting and explaining the results of a science experiment on photosynthesis; or even painting a car in auto shop.

64. Assessment In The P/J Class 01, 2002 Sample Comprehension/assessment Tests Grades 06 PM Wednesday, May 22,2002 'teaching Ideas' is Links for standardized testing ideas posted http://www.rosemans.blogspot.com/

get rid of this ad advertise here Assessment in the P/J Class Thursday, February 20, 2003 ::: The NCES TIMSS web site has changed to reflect not only its new name - Trends in International Mathematics and Science Study -but to provide users with updated and new information. In addition to new search capabilities for publications, the site now offers downloadable materials designed specifically for educators to use in mathematics lessons and assessments. TIMSS is the most comprehensive and rigorous assessment of its kind ever undertaken. Offered in 1995, 1999, and planned for 2003, TIMSS provides trend data on students' mathematics and science achievement from an international perspective. posted by Sue Roseman at 8:21 PM Thursday, February 13, 2003 ::: Readability Tools posted by Sue Roseman at 9:45 AM Sunday, January 26, 2003 ::: Chicago's Structured Curriculum Chicago Public Schools had instituted a structured curriculum with daily lesson plans for every grade K - 12. Look at your grade level to see if there are suggested activities you wish to adapt for your own classroom. Adobe Acrobat is needed to view these lesson plans. posted by Sue Roseman at 5:49 PM Saturday, January 25, 2003 :::

65. LTSN-01:Search The LTSN-01 Glossary assessment. Authentication. Automated testing and scoring. BDJ British Dental Journalonline. BEBA Best EvidenceBased assessment. Bedside teaching. Behaviourism. http://www.ltsn-01.ac.uk/resources/defs/search

@import url("styles.css"); /*IE and NN6x styles with layers*/ Home News Resources Events Discussion Funding Search ... See also... Search the LTSN-01 glossary Search term: Enter a word or letter to search for terms in the LTSN-01 glossary, or scroll down this page to browse through all entries. To search for medical abbreviations with www.pharma-lexicon.com enter your search term in this box: There are results available. Your search term was: AAMC Association of American Medical Colleges ABSTD Association of Basic Science Teachers in Dentistry Accessibility Accessibility Accessibility compliance Accreditation ... ADEE Association for Dental Education in Europe Administration AHIS Animal Health Information Specialists ALT Association for Learning Technology AMA American Medical Association Apple server Application sharing ASCILITE Australian Society for Computers in Learning in Tertiary Education ASME Association for the Study of Medical Education (more) Assessment Authentication Automated testing and scoring AVTRW Association of Veterinary Teachers and Research Workers Basic science years BDA British Dental Association BDJ British Dental Journal online BEBA Best Evidence-Based Assessment Becta British Educational Communications and Technology Agency Bedside teaching Behaviourism BEME Best Evidence Medical Education BIDS Bath Information and Data Service BIOME BIOME Bloom's Taxonomy BMA British Medical Association Bookmarks CAIPE Centre for the Advancement of Interprofessional Education Case management CASTLE Computer Assisted Teaching and Learning

66. ASU CLTE - Assessment Strategies & Learning Outcomes teaching Goals Inventory Online – TGI is a self Office of Academic Planning andAssessment – UMass developed a BYU testing Services Online Handbooks Free http://clte.asu.edu/teaching_strategies/assessment.html

Learner-Centered Intstruction Technology Cooperative ... Teaching Critical Thinking For your convenience, your browser will open up a new window to view each site. Close any unnecessary windows as you browse these links. Assessment-Driven Continuous Improvement Assessing Distance Learning Activities: A Look at the WHOLE Picture Criteria for Accrediting Engineering Programs Assessing Student Learning Outcomes Using Graduating Senior Exit Surveys and Alumni Surveys ... Assessment Resources – From the Higher Learning Commission of the North Central Association of Colleges and Schools. See especially "Assessment of Student Academic Achievement: Levels of Implementation," updated March 2002 (pdf). Matching Assessment to Learning Goals National College Testing Association Nine Principles of Good Practice for Assessing Student Learning WPA Outcomes Statement for First Year Composition ... Teaching Goals Inventory Online Classroom Assessment Techniques: A Handbook for College Teachers , 2nd ed., 1993. UMass Office of Academic Planning and Assessment BYU Testing Services Online Handbook s Free PDF handbooks available: How to Prepare Better Tests, How to Prepare Better Multiple-Choice Item Tests, and How to Prepare Effective Essay Questions.

67. TAKS Information Booklets The purpose of the Information Booklets is to help Texas educators, students, parents, and other stakehol Category Regional North America Education Administration TAKS...... we will test on this new state assessment and what with a better understanding ofthis new testing program and to the TEKS and to classroom teaching, the Texas http://www.tea.state.tx.us/student.assessment/taks/booklets/

Student Assessment Division Navigation Bar: Directory Information Booklets FAQ Letters to Districts ... TAKS TAKS Information Booklets The Texas Assessment of Knowledge and Skills (TAKS) is a completely reconceived testing program. It includes more of the Texas Essential Knowledge and Skills (TEKS) than the Texas Assessment of Academic Skills (TAAS) did and attempts to ask questions in more authentic ways. TAKS has been developed to better reflect good instructional practice and more accurately measure student learning. We hope that every teacher will be able to see the connection between what we will test on this new state assessment and what our students should know and be able to do to be academically successful. In order to provide you with a better understanding of this new testing program and its connection to the TEKS and to classroom teaching, the Texas Education Agency (TEA) has developed information booklets. We hope these booklets will serve as a user-friendly resource that will help you make a smooth transition to TAKS. ORGANIZATION OF THE INFORMATION BOOKLETS The purpose of the Information Booklets is to help Texas educators, students, parents, and other stakeholders understand more about the TAKS tests. These booklets are

68. MIT TEP 11.125 assessment and Standardized testing Video – testing, testing, testing; The Natureof assessment and Reasoning teaching, Standards, Tests Found Not Aligned http://education.mit.edu/tep/11125/

Spring 2003 TR 3:30-5:00 (10-337) Exploring K-12 Classroom Teaching Prof. Eric Klopfer ( klopfer@mit.edu Subject uses K-12 classroom experiences, along with student-centered classroom activities and student-led classes, to explore issues in schools and education. Students in this course spend time each week observing pre-college math and science classes. Topics of study include design and implementation of curriculum, addressing the needs of a diversity of students, standards in math and science, student misconceptions, methods of instruction, the digital divide, teaching through different media, and student assessment. Go to Stellar Class Site Go to Stellar Portfolio Site Week 1 Introduction Classroom Pre-Practicum Portfolios Goals and Expectations Activity - Opinions on Teaching Pictures Activity - Teaching Without Words Pictures More Pictures Course Texts How People Learn (available at the Coop, Online , or at Amazon Understanding by Design (available at Amazon Readings Portfolio Assessment Introduction How People Learn - Learning: From Speculation to Science Assignment (Due 2/12) Observations in MIT Classrooms Week 2 Misconceptions and MIT Observations Discussion on MIT Observations Readings Misconceptions Reconceived More Than Misconceptions Assignment (Due 2/25) Conquering Your Misconceptions Week 3 Concept Mapping (No Class 2/18) Concept Mapping (2/20 DB)

69. Psych Web List Of Scholarly Psychology Resources On The Web, Educational psychology School Psychology, teaching of Psychology; Forensic psychology Socialwork; Sport psychology; Statistics; testing and assessment; http://www.psywww.com/resource/bytopic.htm

70. Dyslexia Teacher - Dyslexic Children Learning; Teaching, Assessment, Testing, Me For teachers of children and students with dyslexia; teaching methods, recognizing dyslexia, assessment, Category Reference Education Learning Disabilities Dyslexia...... The criteria most commonly used in assessment is the disparity between apupil's intelligence and their actual achievement. teaching contacts. http://www.dyslexia-teacher.com/

DYSLEXIA TEACHER large print size Information and resources for helping dyslexic pupils and students Dyslexia symptoms How do you indentify possible dyslexia in a pupil? The criteria most commonly used in assessment is the disparity between a pupil's intelligence and their actual achievement. If a pupil appears to speak and listen normally, yet they are unable to read and spell, then there may be more to check out. Some of the well-known symptoms of dyslexia are: confusion over the direction letters face (b/d, p/9, p/q); difficulties with left and right; difficulties with keeping organized; difficulties with spelling difficulties with directions (e.g. east and west); missing out words when reading. More What causes it? To be quite honest, nobody quite knows at the moment. There has been a real increase in the amount of research taking place, and a number of possibilities are beginning to emerge, but the waters are still fairly murky. The overall picture is that Dyslexia can be caused in two ways: 1. by hearing problems at an early age; and

71. Dyslexia Teacher - Assessment has to be paid by the school authority, and there are constrains on the amount ofmoney that is available for psychological testing. assessment by the school http://www.dyslexia-teacher.com/t9.html

DYSLEXIA TEACHER Where can I find a test for dyslexia? Sharing information about helping dyslexic pupils and students Our website Home Page News and Research Resources IEPs and the IDEA (USA) ... Mailing list Your reference for dyslexia: Dyslexia Teacher University Avenue Oxford Mass. 38655 USA Dyslexia Teacher Eastbourne East Sussex BN20 7BU ENGLAND Dyslexia Teacher Saint Laurent Montreal Quebec H4L 2V8 CANADA Dyslexia Teacher Bulimba Queensland 4171 AUSTRALIA Where can I find a test for dyslexia? www.dyslexia-test.com FREE Dyslexia Magazine Click here How can I train to teach children with dyslexia? www.dyslexia-certificate.com for personal or professional use (meetings, courses, etc.) provided that our web address www.dyslexia-teacher.com is clearly included in the copy. www.dyslexia-teacher.com supporting the dyslexic pupil SUGGESTIONS BOX Please send us your suggestions for improvements to our website The world of dyslexia www.dyslexia-teacher.com www.dyslexia-test.com www.dyslexia-parent.com www.dyslexia-adults.com ... www.dyslexia-journal.com DYSLEXIA TEACHER DYSLEXIA ASSESSMENT FINDING A TEST There are two types of tests for dyslexia: screening tests and comprehensive tests Screening tests These tests are designed to be used on very large numbers of children, to narrow down the group of children who might need a more thorough test for possible dyslexia. They are not tests for dyslexia, but are designed to help researchers focus on children who appear to be having difficulties with their learning, and who might be dyslexic.

72. Teaching And Learning obligation to provide highquality assessment systems, linked in these efforts, EducationalTesting Service is Through its teaching and Learning Division, ETS http://www.ets.org/teachingandlearning/

International Home ETS Europe Global Institute Center for Global Assessment Major Testing Programs Computer Based Testing Complete Test Directory Test Registration Test Preparation Complete Service Directory Research Home Research Centers Research Staff Policy and Research Reports Fellowships and Internships Conferences Research Resources Research Jobs About ETS Home President and CEO's Message Who We Are What We Do Our Values Our History Career Center Home Jobs A Day in the Life ETS Benefits ETS News Archive Educational News ETS on the Issues Everyone agrees that no single influence on a child's learning is more important than the teacher in the classroom. We have an obligation to empower teachers to guide and inspire all students to learn. In turn, we have an obligation to provide high-quality assessment systems, linked with teachers' instructional practice, that can help to assure an anxious public about the competency of our educators and the soundness of the educational system itself. Supporting and, at times, leading the way in these efforts, Educational Testing Service is playing a vital role in putting learning at the heart of school accountability. By providing high-quality standards-based assessments and the professional development tools and materials for teachers and other educators that can make these assessments a meaningful part of informed instruction, we help improve student learning. We are privileged to be in the business of advancing excellence in our schools. Through its Teaching and Learning Division, ETS constantly strives to further these goals by forging partnerships with those groups charged with setting and meeting the standards for excellence in education. ETS's experience, flexibility, technology, and unsurpassed expertise, help us create, with these partners, innovative solutions to the growing challenges faced by the education community in this country and throughout the world.

73. Assessment & Testing Services - UW-Green Bay - Task Force On Teaching Evaluation http://www.uwgb.edu/assessment/repwww.htm

Home Up Background and Rationale General Recommendations ... Appendices Final Report: Task Force on Teaching Evaluation Members: Adam Butler, Carol Emmons, John Harris Staff Support: Lucy Arendt Table of Contents Introduction Statement of the Problem Charge Principles ... Appendices Appendix A, Perspectives on Teaching Evaluation at UW-Green Bay Appendix B, Questions for Student Evaluations Appendix C, Portfolio Samples Introduction The Task Force on Teaching Evaluation was formed in Fall 1997 in response to needs expressed at an earlier Unit Chairs' meeting. The Provost's statement of the problem and charge follow, as does a listing of the group's basic principles. Statement of the Problem Teaching evaluation is a major component of all tenure and promotion decisions, merit salary deliberations, and post-tenure review processes. Currently, teaching evaluation rarely involves more than self-evaluation and the use of forms completed by students. As a result, many faculty executive committees and personnel committees may rely too much "on the numbers" when making their judgments about teaching quality. In addition, the current process provides little information about student learning and the effectiveness of specific methods that faculty members can use to improve their teaching. Such heavy reliance on this single method of evaluation limits both the breadth and depth of information used for decision-making and teaching improvement purposes. Charge The group's charge is to carefully examine current policies, procedures and instruments used to evaluate teaching at UW-Green Bay and develop a model to address the concerns outlined above. The model should:

74. Tests, Assessments, Evaluations, High-Stakes Testing - Wrightslaw testing promotes teaching to the joint project of the ERIC Clearinghouse on Assessmentand Evaluation Services Division of the Educational testing Service, the http://www.wrightslaw.com/info/test.index.htm

Search our Site wrightslaw.com l fetaweb.com l harborhouselaw.com Home Topics Assessment/ Evaluations / High Stakes Tests May 2-3 Springfield, MA May 16-17 Jacksonville, FL May 21 Roanoke, VA Full Schedule Subscribe Your Email: Check Email for spelling select a page . . . Home What's New Sitemap Press Topics **Advocacy** Articles FAQ's Tips Newsletters **Law** Articles Caselaw Pleadings Regs **Topics** Advocacy Assessments Autism ADD/ADHD Damages Discipline Discriminations Due Process Early Childhood Eligilibity FAPE High Stakes Tests IDEA IDEA 2002 IEPs LRE/Inclusion Learning Disab. Mediation No Child Left Confidentiality Private Schools Letter Writing Placement Safe Guards Related Services Retaliation School Personnel Transition **Pubs** Spec. Ed. Law FETA Newsletter Flyers **Services** Orders Our Seminars Consults Communities Headline News Updates **Resources** Free Pubs Free Newsletters Disability Groups State DOEs PTI Centers International State Yellow Pgs Best School Sites Asmnt Terms **Book Store** Best Of Disabilities Special Ed IEPs Legal Strategy Negotiate Parents Kids Updates **Other** Search Subscribe About Us Link to Us Home Wrightslaw Home What's New Sitemap Press ... Topics Advocacy Library Articles FAQ's Tips Newsletters Law Library Articles Caselaw Topics Advocacy Assessments ADD/ADHD Autism ... Privacy, Records

75. Educate America - Student Assessment And Testing Northwest Regional Educational Laboratory Equity Center position paper.Category Society Issues Education Standardized testing...... Awareness of how standardized testing shapes curriculum and teachinghighlights the link between assessment and educational quality. http://www.nwrel.org/cnorse/booklets/educate/11.html

Equity Center Publications and Resources Educate America: A Call for Equity in School Reform Student Assessment and Testing We believe that neither excellence nor equity in education can be achieved as long as student assessment instruments, policies and practices limit opportunities to learn and narrow or dilute curricula and instruction. Both excellence and equity goals can, on the other hand, be served by assessments that help teachers to identify students' strengths as well as their needs and to determine the most appropriate and effective means of helping them to learn and grow. Standardized Testing and At Risk Students Alternatives Testing and Systemic Reform Criteria for Assessment Recommendations ... Conclusion Standardized Testing and At Risk Students Standardized tests have a disproportionate impact on students, teachers and curriculum in schools that serve low income and minority students (Mitchell 1992; Tate 1993). Some widely found effects that are of particular consequence for equity in education are reviewed briefly below. Testing and Ability Grouping A substantial share of U.S. schools engage in ability grouping or tracking of students beginning at the elementary and middle grade levels according to presumed ability levels. As a number of studies have shown, tracking almost always means that those pupils who need the most support to raise their performance levels get the least, while those who need it the least have it showered on them. The consequence is a two tiered system of education characterized by the following conditions.

76. American Association Of School Administrators - Issues And Insights documentary on the pitfalls of high stakes testing. tests that promote better teachingand learning by the Commission on Instructionally Supportive assessment. http://www.aasa.org/issues_and_insights/assessment/

search site awards and scholarships career center conferences education marketplace ... home Assessment / Standards Articles Reports/Resources Related Websites Articles Judge Hears Arguments On MCAS Graduation Rule With thousands of high school seniors' diplomas on the line, lawyers battled yesterday in Suffolk Superior Court over whether the state can legally require students to pass the MCAS exam to graduate from a Massachusetts public high school. From The Boston Globe State Exit Exam Gets Poor Grades Test required for high school graduation in 2004 is unfair, many experts and students say. From The Los Angeles Times School-Test Plan Faces Review U.S. officials will notify Iowa educators soon about the policy on assessing reading and math abilities in order to get aid. From The Des Moines Register Test-Takers Offered An Out A N.D. Diploma Richard Lundgren, principal at Eagle Valley Secondary School in Eagle Bend, refuses to take the chance that struggling students might not graduate because they couldn't pass Minnesota's basic-skills tests. He is offering them an escape: a North Dakota high school diploma. From The Minneaplis Star Tribune Tests Find USA, Not Students, Lacking

77. RIDE- Standards And Teaching, Teachers must understand standardsbased teaching and learning The state assessmentprogram, closely linked to state frameworks, requires state testing of all http://www.ridoe.net/standards/default.htm

Standards, Instruction, and Student Assessment The goal of all our work is to improve student performance and help all students meet or exceed a high level of performance. Standards, instruction, and assessment intertwine to provide a system that ensures a strong education for our students. Rhode Island has developed frameworks and guides that identify the standards upon which districts develop curricula for their schools. The content standards define what students need to know and be able to do. The frameworks also address teaching practices, the evaluation of student work, partnerships with parents and communities, professional development, and other issues on teaching and learning. Instruction what happens in the classroom between teachers and students is the core of teaching and learning. Teachers must understand standards-based teaching and learning and be well trained to use assessment data and student work to improve their instructional practices. The state assessment program, closely linked to the state frameworks, requires state testing of all public school students in designated grades in English language arts, mathematics, and health. The results of those tests are used by schools and districts to see how their students are performing according to the state performance standards and to develop strategies to close low performance gaps. These tests are essential to hold schools accountable in their responsibility to educate their students. All three of these deeply interconnected foundations of education reform standards, instruction, and student assessment are essential to meet our state and national goals.

78. PKAL: Essay On Assessment: Two-Part Testing we both agreed that the primary goal of student assessment should be to understandthe student's conceptual grasp of the material. We have found testing in two http://www.pkal.org/template2.cfm?c_id=358

79. PKAL: Teaching And Evaluating Biology For Non-Majors Unconventional course format requires a redesigned approach to testing. I am now teachinganother section of CBS as well as an interdisciplinary environmental http://www.pkal.org/template2.cfm?c_id=367

80. ED391559 1996-01-00 Assessment And Testing: Measuring Up To Expectations. ERIC D are of little value unless the results are used to improve the curriculum and teachingprocess This digest is drawn from assessment and testing Myths and http://www.ericfacility.net/databases/ERIC_Digests/ed391559.html

ERIC Identifier: Publication Date: Author: Cress, Christine Source: ERIC Clearinghouse for Community Colleges Los Angeles CA. Assessment and Testing: Measuring Up to Expectations. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Historically, community colleges have not embraced research as a primary mission and function. Many institutions utilize assessment measures to ensure accurate student placement into courses and to self-monitor realization of educational goals. However, with increasing pressure from external and internal constituencies (accreditation bodies, legislators, taxpayers, parents) community colleges have been called upon to "prove" their efficiency and effectiveness. In essence, assessment has become synonymous with accountability (McMillan, 1994). This digest will examine external pressures on and challenges to assessment practices, frameworks and techniques for assessment, considerations in working with diverse populations, and the importance of garnering institutional support for assessment.

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