|
Proximal Assessment for Learner Diagnosis (PALD): A Dynamic Approach to Classroom Assessment aimed at Reducing Learner Gaps in Subject Area Domains
|
| Presenter(s):
|
| Madhabi Chatterji,
Teachers College Columbia University,
mb1434@columbia.edu
|
| Edmund W Gordon,
Teachers College Columbia University,
egordon@exchange.tc.edu
|
| Abstract:
The Proximal Assessment for Learner Diagnosis (PALD)is a dynamic approach to classroom assessment aimed at reducing learner gaps in subject area domains, starting from the individual learner upwards to classrooms and schools. Implemented by classroom teachers, the PALD approach involves cyclic use of frequent, learner-centered diagnostic assessments, coupled with error analysis, mediation and intensive practice for learners in specific domains. Research and development on the PALD model is presently underway with a focus on mathematics domains in 14 classrooms at four New York schools, with support from the National Science Foundation. This presentation will detail the theoretical bases of the PALD model, and show results from the first year's research on classroom implementation, focusing on processes and early outcomes.
|
|
Objective Criteria for Assessing the Validity of Traditional and Performance-based Classroom Assessment
|
| Presenter(s):
|
| Bruce B Frey,
University of Kansas,
bfrey@ku.edu
|
| Vicki L Schmitt,
University of Kansas,
vschmitt@ku.edu
|
| Abstract:
School-based evaluations typically include the evaluation of student academic outcomes. Valid measures of student learning and performance can provide critical evidence of program success and frequently appear on the “wish lists” of funders, stakeholders and evaluators. Theoretically, teacher-made classroom assessments provide a more valid alternative than standardized test scores. The problem for many evaluators, though, might be that while teacher-made tests might seem clearly to be the most proximal measure of a student's learning, how does one verify the validity of the assessment? This paper brings together the results of two studies which identified the technical criteria for quality when evaluating classroom assessments, whether they are traditional (e.g. multiple-choice) tests or performance-based assessments (e.g. portfolios). These criteria provide objective characteristics for judging the base validity of a classroom assessment.
|
|
Evaluation of the Elementary Grading and Reporting Policy
|
| Presenter(s):
|
| Kecia Addison-Scott,
Montgomery County Public Schools,
kecia_l_addison-scott@mcpsmd.org
|
| Abstract:
In an effort to ensure uniform and consistent grading practices within and across schools, the Montgomery County Public Schools (MCPS) has implemented a Grading and Reporting policy that is being piloted in Grades 1 and 2. The three major components of the policy include academic meaning of a grade, homework, and learning skills. As part of the evaluation process, interviews, surveys, and focus groups were conducted. This paper describes the process of the evaluation for the multi-method evaluation design. The paper begins with background information on the policy followed by the evaluation methodology. Then a summary of the findings are presented followed by a detailed discussion of the findings. The concluding section of the paper offers recommendations based on the findings from various research methodologies employed.
|
|
An Analysis of the School-based Assessment for Youth (S-BAY) in Ohio's Alternative Education Program: A Focus on Gender Sensitive Evaluation
|
| Presenter(s):
|
| Aundrey Somerville,
Bureau of Research, Training and Services,
asomerv2@kent.edu
|
| Abstract:
The School-based Assessment for Youth (S-BAY) tool is an instrument used to assess students entering the Ohio Alternative Education Challenge Grant Program by identifying their risks/needs and strengths/assets. The program serves youth who are habitually truant, disruptive in the school environment, may in addition be students who have not met academic proficiency goals of their grade level. The results of the S-BAY assessment are used to guide intervention and rehabilitation plans for the participants. Research has shown that although girls may appear to occupy complicity roles in harmful social settings, they are by their participation demonstrating delinquency. This paper will focus on how the tool may be refined to capture critical indicators of risk with regard to gender sensitive issues among the program participants. Moreover, this presentation seeks to encourage an exchange of ideas pertaining to program learning and the use of data to enhance the evaluation capacity building process.
|
| | | |