1. Student Outcomes Assessment COAT Campus Outcomes This is a Provost appointed committee with twoyear terms. The charge to the Campus Outcomes assessment teach (C.O.A.T.) is to provide a forum for sharing outcomes assessment http://www.west.asu.edu/acadaffairs/studentoutcomes/team.html

COAT: Campus Outcomes Assessment Team COAT Members Resources Books on Reserve Bibliography Web Resources Campus Documents This is a Provost appointed committee with two-year terms. The regular membership will include the AVP of Academic Programs as Coordinator, one-to-two representatives from each college/school, one librarian, one student affairs representative, one representative from the Center for Writing Across the Curriculum and two representatives from Institutional Planning and Research. Ex Officio Members will include Department Chairs, Programs Directors from the School of Management, and Program Coordinators from the College of Education. The charge to the Campus Outcomes Assessment Teach (C.O.A.T.) is to provide a forum for sharing outcomes assessment strategies and data; to provide peer support and guidance for faculty engaged in outcomes assessment; to review assessment issues with campus-wide interest or impact; to make recommendations to the VPAA on outcomes assessment implementation and coordinate accreditation assessment requirements. Team Members: Fernando Delgado Academic Affairs / Team Coordinator Linda Black Student Affairs Ray Buss Education Ann DeBiak Tom Haladyna College of Education L Kammerlocher Library Wendy Hultsman Human Services Tom McGovern Joe Ryan Collaborative Programs David Waldman School of Management Ex Officio College of Arts and Sciences Dorothy Broaddus, Chair, American Studies

2. Alternative Assessment What the Research Says About Student assessment What assessment work and whichdon't? teach-nology - The Art and Science of teaching with Technology is a http://www.teach-nology.com/currenttrends/alternative_assessment/

Best Sites Downloads eReports Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Home Current Trends Alternative Assessment Alternative Assessment Research Literature ... A Long Overview of Authentic Assessment - Prepared by Lawrence Rudner, ERIC/AE and Carol Boston, ACCESS ERIC. - Translates "best practice" research to educators by providing useful resources. Assessment and Mathematics: Role of assessment in mathematics - An anonymous essay. Demonstrating Student Performance in Essential Schools - How do you recognize a good school? Test scores tell us something, but not enough. Glossary of Assessment Terms - Covers assessment jargon. StarNET - A network for managing digitized multimedia performance assessment data Teacher Portfolio Assessment - An self assessment for teachers. The Daily Report Card - A daily report of what education issues are getting coverage by the media.

3. Multicultural Diversity Grant Home Page The purpose of this grant is to assess student mastery of multicultural outcomes, both attitudes and content knowledge, with national implications. http://www.emporia.edu/teach/dean/grant/index.htm

EMPORIA STATE UNIVERSITY The Teachers College Assessment of Multicultural/Diversity Outcomes Grant A collaborative effort between The Teachers College and the College of Liberal Arts and Sciences Objectives of Project Significance of Work Methodology Research Team ... The Teachers College Home Page Please feel free to email Dr. Tony Ambrosio, ambrosia@emporia.edu if you have any questions concerning the grant. Thank you. This page has been accessed 03744times since January 2001.

4. Rubric, Rubrics, Teacher Rubric Makers Shop here for The Power of Portfolios What Children Can teach Us About Learning and assessment and find more books by Elizabeth A. Hebert. For a limited time, get free shipping on orders over $25! http://teach-nology.com/web_tools/rubrics

Best Sites Downloads eReports Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Home Web Tools For Educators Rubric, Rubrics Makers The rubric generators below will allow you to make grading rubrics by filling out a simple form. The materials are made instantly and can be printed directly from your computer. Your creations are exclusive to you. If you would like to keep your creations, save them when you make them. We are constantly developing new tools. If you have an idea for a tool or a rubric you would like to see, please let us know If you would like to totally customizable rubrics that can be saved and edited at a later date, please review our Platinum Membership . Our Platinum Membership not only allows you to create customizable rubrics, it includes 50+ Preformatted rubrics. New rubrics are being added constantly to our Platinum Membership Currently, the following tools are available in this area:

5. Conducting A Functional Behavioral Assessment Functional behavioral assessment is NOT All rights reserved. teachnology -The Art and Science of teaching with Technology is a registered trademark. http://www.teach-nology.com/tutorials/teaching/fba/

Best Sites Downloads eReports Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Tutorial Categories: Teaching Teaching With Technology Home ... Conducting A Functional Behavioral Assessment Email This Tutorial Print This Tutorial Conducting A Functional Behavioral Assessment What's All The Hype? By: Joan M. Miller, Ph.D. Definition: Functional behavioral assessment is an approach used to help a pupil with a chronic behavior problem a problem solving method - one which takes time and creative collabration among professsionals and parents built on the assumption that, if a pupil keeps repeating a problem behavior, that behavior must be serving some purpose for the student - otherwise, he or she would not keep repeating it a process of looking for patterns in what happens around and/or to the student just before and just after the problem behavior examination of these patterns to identify their purpose or their "function;" some possible functions are:

6. SIU BAT PAGE Devoted to empiricallybased development and application of learning principles to human needs that arise from developmental, psychological, social, or medical disabilities. The graduate of the program is prepared to assess the needs of individuals, assist those individuals in acquiring skills to maximize their capabilities, evaluate effectiveness of interventions, and teach other service providers techniques for assessment, training, and evaluation. http://www.siu.edu/~rehabbat/

Home Page BAT Faculty BAT Admissions Requirements BAT Degree Requirements ... Related Links The SIU Behavior Analysis and Therapy Program has a 5 year Accreditation (2001-2006) from the Association for Behavior Analysis. Plus, we now have an approved course sequence from the Behavior Analysis Certification Board. Rehn Hall Home of the Rehabilitation Institute and the Behavior Analysis and Therapy Program The Behavior Analysis and Therapy Program at SIU was the first masters degree program specifically in behavior analysis in the world. Note: This site is best viewed with Microsoft's Internet Explorer. If you are using a different web browser, many portions of this site will be inaccessible. Click here to download Explorer for free [Hit Counter]

7. Communication & Project Management Assess resource needs Student needs assessment - teach - Assess student http://www.robinbt2.free-online.co.uk/edinburgh/mod8/sect2/subsect4/p9.htm

Section 2 educational issues- Student Assessment MCQs The MCQs below are for two subsections, Theories/ models and techniques of teaching and Student assessment 1. What are the four stages of the basic Teaching Model (BTM): Activist, Reflector, Theorist, Pragmatist Anarchist, Reflector, Theorist, Pragmatist Activist, Responder, Theorist, Pragmatist Anarchist, Responder, Theorist, Pragmatist Activist, Reflector, Theorist, Pro-activator 3. Kolbs model of experiental learning has four stages to it what are they? 4. What term is Schon famous for: Reflective learner Reflective trainer Reflective practitioner Reflective participant Reflexive learner 5. It is a common desire in courses nowadays to create positive attitudes to the learning experience. Which of the following methods is believed to help this: Clear low level learning outcomes Teaching methods to enhance memory Project work Summative assessment Peer review 6. Which of the following education theories does Paul Robinson apply to the consultation:

8. Federal Way Public Schools Curriculum & Assessment Traffic Safety. Transportation. What We teach. assessment. Continuous LearningCenter. Parent Student Learning Center. teacher Learning Center. http://www.fwsd.wednet.edu/cur/

Our Schools Contact Information Enrollment Information Graduation Requirements ... Assessment - Information about district and state assessment, including test scores from the WASL and SAT. - Includes assessment information, grade-level expectations, and do-at-home activities that can help children reach these goals Teacher Learning Center - Support and information for FWPS Teachers. View a printer-friendly version of this document FWPS Home Curriculum Send questions or comments to webmaster@list.fwsd.wednet.edu

9. Why Rubrics? This article examines the use of the rubric in K12 education. Discusses creating an implementing rubrics in the classroom. Highlights a brief review of performance assessment. http://www.teach-nology.com/tutorials/teaching/rubrics/

Best Sites Downloads eReports Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Tutorial Categories: Teaching Teaching With Technology Home ... Why Rubrics? Email This Tutorial Print This Tutorial Why Rubrics? What's All the Hype? Next Participate in the discussions on our message board Teaching K-6 Teaching Middle Level Teaching High School ... Link To Us Teach-nology - The Art and Science of Teaching with Technology is a registered trademark.

10. Self Assessment Of Readiness To Teach Online Self assessment of Readiness for Creating or Teaching an Online Course. Thankyou for your participation in this informal selfassessment. http://www.stfrancis.edu/online/telelearn00.htm

11. T.E.A.C.H. CDA Assessment Scholarships PROVIDER TYPES FOR CDA SCHOLARSHIPS. Center scholarships 186 Family scholarships22. Group home scholarships 21. Last Updated on January 29th, 2003. http://www.mi4c.org/Assessment.htm

T.E.A.C.H. Michigan T.E.A.C.H. Statistics County Map Total Scholarships Associate Degree ... CDA Assessment Scholarship Models Building Foundations CDA Assessment Part Time Scholarship Associates Degree ... T.E.A.C.H. Questions Participation Colleges Community Colleges 4 Year Universities Baker College Request an Application ... ® Staff Any Questions? Email us at teach@mi4c.org Michigan 4C Home Call us at 1-866-MI-TEACH PROVIDER TYPES FOR CDA SCHOLARSHIPS Center scholarships: 214 Family scholarships: 24 Group home scholarships: 24 Last Updated on March 24th, 2003.

12. BTSA - Beginning Teacher Support And Assessment BTSA Logo Home Learning to teach, Learning to teach. Read the Learningto teach Brochure (PDF Format) Paraprofessional teacher http://www.btsa.ca.gov/LTT.html

Home Learning to Teach Learning to Teach Read the Learning to Teach Brochure (PDF Format)... Paraprofessional Teacher Training Program The Paraprofessional Teacher Training Program (PTTP) is a state-funded paraeducator (instructional assistant/aide) career ladder program leading to a teacher preparation program and ultimately, to a teaching credential. Read more... - For more information, email Marilynn Fairgood: mfairgood@ctc.ca.gov Pre-Internship Teaching Program In 1997 the California Legislature passed and Governor Wilson signed legislation (AB 351, Scott) creating the Pre-Internship Teaching Program. To participate in the Pre-Internship Program, an applicant must have earned a Bachelor's degree, passed the CBEST, and partially completed the State's subject matter requirements. Read more - For more information, email Suzanne Tyson: styson@ctc.ca.gov Internship Program Internship programs provide opportunities for intern teachers to engage in systematic study and supervised practice of teaching while they serve as instructors-of-record with compensation. Read more...

13. STANDARD 1 ASSESSMENT STRATEGIES TO TEACH REFERENCE MATERIAL STRATEGIES TO TEACH STRATEGIES TO teach Concepts about Print K.1.1 Identify the front cover, back cover, and Domonie assessment The Show Me Book Text, Word Matters title page of a book. teacher Observation Anectodal Records Pages 8, 9, 27 http://www.goshenschools.org/curriculum/K_Science.PDF

14. NC TEACH Online Resources assessment, return home. Ericae.net. Clearinghousefor assessment, evaluation, and research information. “Improving http://ncteach.ga.unc.edu/o_assessment.html

Online Resources Assessment NC TEACH Program Information Program Overview Frequently Asked Questions Host Universities Event Calendar ... News Releases/Media Info NC TEACH Participants Obtaining Licensure in NC Initial Licensure Program Praxis Testing Requirements Obtaining a Teaching Position Admissions Apply to NC TEACH Eligibility Requirements 2001 Student Body Profile Tuition ... Financial Aid Teaching Resources Literature Online Resources Other Resources for Teachers Contact NC TEACH Contact Information for NC TEACH Educational Testing Service Includes topics of current interest, as well as information about the tests prepared and scored by ETS. Ericae.net Clearinghouse for assessment, evaluation, and research information. “Improving America’s Schools: A Newsletter of Issues in School Reform” Series of newsletters that address key topics in improving America’s schools. “Integrating Assessment and Instruction in Ways That Support Learning” “School communities use assessment results in a formative way to determine how well they are meeting instructional goals and how to alter curriculum and instruction so that goals can be better met. But unless the content of assessment (what schools assess) and the format of assessment (how schools assess) match what is taught and how it is taught, the results are meaningless, if not potentially harmful.” National Assessment Governing Board Gives assessment data. The governing board is an independent bipartisan group, which sets the policy for the National Assessment of Educational Progress (NAEP), sometimes called the National Report Card.

15. WEAC News assessment and of instruction have a different focus, their conclusions are the same. Both groups maintain that we fail to teach http://www.weac.org/resource/may96/perform.htm

Education Issues Series an NEA Affiliate Performance Assessment Educators' Bulletin Board Resource pages on educational issues Professional support OnWEAC book store ... ONLINE SERVICES Introduction For the past few years critics of current assessment practices have called for dramatic changes in how we assess what students know and are able to do. Most of the criticism has been directed at the widespread use of standardized achievement tests in our schools; however, many teacher-made tests and tests found in textbooks have similar weaknesses and limitations. Those who propose changes in assessment rest their argument on the premise that what we assess and how we assess it affects both what is taught and the way it is taught. Critics of current assessment practices argue that the goal should be to have students who can create, reflect, solve problems, collect and use information, and formulate interesting and worthwhile questions. Thus, it is argued, our assessments - whether they are developed by teachers, writers of textbooks, or large corporations - must measure the extent to which students have mastered these types of knowledge and skills. This is not to say that concepts, facts, definitions, dates, names, and locations have no place in education. However, as these critics point out, many of our assessment practices place too much emphasis on assessing content and give far too little attention to the skills and knowledge listed above. They also argue that we must no longer treat assessment (testing) as fundamentally separate from instruction. If curriculum, instruction, and assessment are integrated, the assessment itself becomes a valuable learning experience. Their conclusion is that by requiring students to complete high quality performance tasks we have the potential to bring about significant and positive changes in instruction and learning.

16. Index Of /teach/ppt/assessment Parent Directory 05May-2000 1447 - activem.gif 04-Dec-1997......Index of /teach/ppt/assessment. Name Last modified Size http://education.cortland.edu/teach/ppt/assessment/

Index of /teach/ppt/assessment Name Last modified Size Description ... Parent Directory 05-May-2000 14:47 - activem.gif 04-Dec-1997 13:04 1k activep.gif 04-Dec-1997 13:04 1k assessment.ppt 04-Apr-2000 16:44 410k collapse.gif 04-Dec-1997 13:04 1k expand.gif 04-Dec-1997 13:04 1k first.gif 04-Dec-1997 13:03 1k home.gif 04-Dec-1997 13:03 1k ielogo.gif 12-Nov-1997 20:02 8k img001.htm 04-Apr-2000 16:45 1k img001.jpg 04-Apr-2000 16:45 76k img002.htm 04-Apr-2000 16:45 1k img002.jpg 04-Apr-2000 16:45 66k img003.htm 04-Apr-2000 16:45 1k img003.jpg 04-Apr-2000 16:45 70k img004.htm 04-Apr-2000 16:45 1k img004.jpg 04-Apr-2000 16:45 58k img005.htm 04-Apr-2000 16:45 1k img005.jpg 04-Apr-2000 16:45 60k img006.htm 04-Apr-2000 16:45 1k img006.jpg

17. TEACH TEACHING ACROSS COLLABORATIVE HIGHWAYS. assessment GROUP PROJECTS State Scienceassessment in Maryland, New York, and Virginia. State Papers. Maryland. New York. http://education.cortland.edu/teach/assessment.html

TEACHING ACROSS COLLABORATIVE HIGHWAYS ASSESSMENT GROUP PROJECTS State Science Assessment in Maryland, New York, and Virginia State Papers Maryland New York Virginia

18. Center For Performance Assessment: Resource Center > The Courage To Teach The Courage to teach Exploring the Inner Landscape of a teacher's Life.By Parker J. Palmer. Price $22.00 ISBN 07879-1058-9 Publisher http://www.makingstandardswork.com/ResourceCtr/books/CTT.htm

assessments accountability standards workshops ... site map The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life By Parker J. Palmer ISBN: Publisher: Jossey-Bass Publishers Hardcover - 199 pgs. (Not sold by the Center. Check your favorite bookseller for this title) Teachers choose their vocation for reasons of the heart, because they care deeply about their students and about their subject. But the demands of teaching cause too many educators to lose heart. Is it possible to take heart in teaching once more so that we can continue to do what good teachers always do give heart to our students? In The Courage to Teach , Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students and recovering their passion for one of the most difficult and important of human endeavors. "This book builds on a simple premise: good teaching comes from the identity and integrity of the teacher."

19. [Bus-mark-teach] Computer Applications Assessment Spring 2003 Busmark-teach Computer Applications assessment Spring 2003. BarbBeadle bbeadle@doe.state.in.us Mon, 25 Nov 2002 125040 -0500 http://listserv.state.in.us/pipermail/bus-mark-teach/2002-November/000004.html

[Bus-mark-teach] Computer Applications Assessment Spring 2003 Barb Beadle bbeadle@doe.state.in.us Mon, 25 Nov 2002 12:50:40 -0500 Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] This is a multi-part message in MIME format. =_NextPart_000_003C_01C29481.4230C660 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit Many of you have expressed interest in the partnership with the Indiana Web Academy and the Indiana Department of Education in the development of a Computer Applications year end assessment that will be available in the spring, 2003. Linda Shew has asked that we enlist the help of 125 high schools who would be willing to pilot this test. The assessment will be based on the Computer Applications Business standards that were developed in November 2001. If you are interested in participating in this project, and I hope you will be, please contact Linda below using the web site. We need commitments before Christmas, so please respond as quickly as possible. Thanks. Barb, To register for certification, click on the web site: http://www.indianawebacademy.org/

20. Teach Me to establish a concrete Statement of the Problem and thus provide a clear targetfor instruction, it is necessary to go through the Needs assessment Process. http://mentor.coe.uwf.edu/sid/Analysis/DescriptionofProblemTeachMe.htm

Description of the Problem Introduction In order to establish a concrete Statement of the Problem and thus provide a clear target for instruction, it is necessary to go through the Needs Assessment Process. The strategies provided here include reference to significant needs assessment and planning. As an instructional designer, many times the needs assessment and planning process has already been conducted and you are assigned the task of designing the instruction to meet the need. As a PreK-12 teacher, the needs assessment and planning process has yielded Florida's Sunshine State Standards. Typically, you would be exploring gaps in actual performance versus the optimal performance described in the Sunshine State Standards. Needs Assessment approaches vary based on the events that set the needs assessment in motion. Smith and Ragan (1998) discuss thre modelsof needs assessment: (1) discrepancy-based, (2) Problem-Finding, Problem-Solving, and (3) Innovation Models. For use as an instructional designer, conduct a needs assessment to find out whether or not instruction should be designed as is the most appropriate solution to a given problem that arises within a system.

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