Archive for the 'State' Category

Class Standards and Finals: Mixed Signals

Do Course Proficiencies match up with course final?

A colleague emailed me a bizarre story. Her college is part of multi-college educational system. She teaches a course that is required for all entering students. All of the colleges have the same outcomes for this course. However, they all have different finals; the finals do not resemble each other in any way. One college requires a research paper; another requires a timed proficiency test and another requires certain assignments. How can a class be outcome or proficiency based and not have the same or very similar final? How can the final not be based on the specific outcomes?

How does your course’s tests and final reflect the specific standards/outcomes/proficiencies? Giving a state exam or benchmark should not be a final in your course but simply be a small sampling of evidence of the outcomes. How strong is your standards-based learning signal? Does it reach to the final?

State Assessments, Rubric Scoring, and Technology

Regents

The NY State English Regents (state assessment) has a six point rubric. If I co-graded with a low scoring teacher, a student could get a 3 when I gave the student a 4. If I co-graded with a high scoring teacher, the same student could get a 5 when I gave a 4. A two point variance on a six point scale negates the whole rubric.

Likewise, one year the department chair informed us that we were grading to tough so that we should go to the higher score for any student. Now students that would have gotten a score of 4 got a score of 5.

No matter how we help students to write better for the state assessment through technology, their scores on the state assessment are dependent on other conditions.

Likewise, if we have students word process their writing during class like they will do in the world outside of school, and then have them handwrite their essays, there is a very different process involved. Handwriting takes away the brainstorming, quick editing, spell checking, and moving around of text that word processing allows. Handwriting an essay is much harder and more academic than real world writing.

What examples do you have of how your state assessment prevents students from doing technology-infused real-life activities with your subject area ?

© Harry Grover Tuttle, 2007

Systemic Student Assessment -Probably Not in Your District

Not student’s standard growth

Most schools do not have systemic assessment of students during the course of a year or over years. Most schools keep track of grades but not of students’ standards progress. Grades do not represent students’ standards based learning. For most schools, the only record of progress on subject area standards such as English Language Arts is the the scores on state assessments given every three to four years in that specific subject area. Very few schools actually look at a student’s growth on all of that student’s state ELA assessments.

If your school district does not have any other way to measure the students’ growth in the standards, then you basically have a school district that is not accountability for students’ standards growth. They just pretend they do!
In your course, how do you assess students’ growth in the standards through technology? How can you prove that your instruction/learning experiences have caused an improvement in the students’ progress toward the standards?

© Harry Grover Tuttle, 2007

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Preparing Students for State Math Benchmarks

Math Resources for Math Test Preparation

Prepared by Harry Tuttle, Jan. 2007

This list is to help those teachers who feel that need to do some last minute preparation for the state Math benchmarks. These sites provide handouts for students, tutorials, online activities, or old state benchmarks.

Math Resource Guide
http://accelerateu.org/resourceguides/Math/Intro.htm

NYS Math Standards
http://nanunet.lhric.org/NYSstandards/NYSMST/NYSmst3.htm

Math 8 Resources
http://mathforum.org/library/levels/8/

Math Online – many online activities organized by category
http://skonline.org/website/mathonline/

EdInfomatics has old math benchmarks
http://www.edinformatics.com/testing/ny.htm

Elementary Test Prep
http://www.studyzone.org/testprep/math4.cfm

Math Magician-Math fact practice for speed
http://oswego.org/ocsd-web/games/mathmagician/maths1.html

Number patterns
http://www.netrover.com/~kingskid/patterns/demo.htm

Room 108 Elementary Math – listing of math activities mostly primary
http://www.netrover.com/%7Ekingskid/Math/math.htm

Aplusmath creates worksheets for your students
http://www.aplusmath.com/Worksheets/index.html

FunBrain has a collection of online games
http://www.funbrain.com/cgi-bin/getskill_s.cgi?A1=selects&A2=math&A4=0&A7=0

NCTM math practice by Pre-2, 3-5, 6-8, and 9-12
http://standards.nctm.org/document/eexamples/index.htm

CoolMath4Kids has many math tutorials with good examples
http://www.coolmath.com/home.htm

CoolMath4Kids also has many math problems organized by topic
http://www.coolmath4kids.com/

NCTM Illuminations has online math activities by grade level
http://illuminations.nctm.org/ActivitySearch.aspx

Educatellc’s Bookmarks has many online sites organized by category- scroll down to find the math
http://www.mybookmarks.com/public/educatellc/exo_folders/

3orhigher.com has many problems organized by grades 1-6.(I think they are more difficult than the grade level given.) The problems are organized by categories.
http://www.3orhigher.com/

KidsZone Dare to Compare let’s you select the subject, grade level, and number of questions. Questions are from TIMSS and CivEd
http://nces.ed.gov/nceskids/eyk/index.asp?flash=true

Scholastic’s Max’s Math Adventure has about 20 categories each with an online activity
http://teacher.scholastic.com/max/index.htm

So what other good Math Review sites do you know of?

 

© Harry Grover Tuttle, 2007

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State Reading Summative Benchmark Panic: Why panic if we do formative assessment all year?

ELA panic or formative assessment

Whenever I talk to elementary and middle school teachers, I hear wait until the state ELA is over. Teachers are preparing students like crazy. Panic is felt in the elementary and middle schools.

Why?

The panic tells me that teachers are not fomative in their usual classroom reading activities and assessment. If they were assessing students all year on the required reading skills from the state assessment, they would not have to prepare students at the last minute. If the teachers had montored and adjusted instruction during the year, then their students would be prepared. Yes, teachers do need to give students the testing taking strategies for this particular assessment but that will only take a few minutes.

Avoid panic and incorporate formative assessments during the year. These assessments will mirror the state assessments. Incorporate learning peace into your classroom instead of panic.

© Harry Grover Tuttle, 2007

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RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
    hgtuttle
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
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  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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