1

Course 3: Assessment Standards and Methods

Copyright© 2012 Texas Education Agency

2Copyright© 2012 Texas Education Agency

• Copyright © Notice The materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions:

 • Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the

Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from TEA.

• Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of TEA 

 • Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any

way.

 • No monetary charge can be made for the reproduced materials or any document containing them; however, a

reasonable charge to cover only the cost of reproduction and distribution may be charged.

 • Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service

Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty.

• For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education Agency, 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512-463-9270 or 512-463-9437; email: copyrights@tea.state.tx.us.

3

COURSE 3 - Agenda

I. Welcome• Introductions• Housekeeping• Project Overview• Training Expectations

o Training Overview and Specific Goalso Course 2 Questions

• Course 3 Agenda• Participant Warm-up Activity

 II. Working Models

• Adult Education and Literacy Instructional Model• Accommodations Model

4

COURSE 3 - Agenda, Continued

III. Review Organizers• Lesson Organizer Activity - Groups

 IV. Brief Interviews, Counseling Techniques, and “Ten Minute” Interviewing

• Information Gathering• Group Sharing – Homework• Counseling Techniques – Not a Counselor

 V. Criteria

• Criteria for Use of PLNI• PLNI Questions

5

COURSE 3 - Agenda, Continued

VI. Objective Assessment Standards and Methods• Assessment • Diagnosis Activity• IQ – What is it?• GT Activity• Focused Questions

 VII. Instructional Practices and Approaches

• Basic Skills Instruction• Content Instruction• Strategy Instruction

o RAP

6

COURSE 3 - Agenda, Continued

VIII. Evaluating and Monitoring Progress and Providing Feedback

• Criteria for Evaluation – Activity• Compare and Contrast, New Car – Used Car

Activity

IX. Introduction to Task Analysis• What is Task Analysis? – Activity• Office Report Scenario – Activity and Discussion• Giving a Cat a Pill

7

COURSE 3 - Agenda, Continued

X. Goal Setting• Personal Goal Setting – SMARTS• Activity

 XI. Sharing ELL Questionnaires

XII. Summary and Expectations Review• Review• Questions and Evaluations• Homework and Next Course Date

8

9

CO-INVESTIGATORS

EQUAL PARTNERS

10

11

III. Review Organizers

12

Lesson Organizer Activity - Groups

13

(Lessons)

LESSON MAP

UNIT OR BACKGROUND

LESSON TOPIC

IS ABOUT

LESSON ORGANIZER Name: Date:

Discussion: –

1) Relationship of lesson to unit

2) Importance of lesson to daily life

14

Tasks/Strategies:

Self-Test Questions (Evaluation)Did I …………?

15

Share Your Lesson Organizers with Your Group!

16

IV. Brief Interviews, Counseling Techniques,

and “Ten Minute” Interviewing

17

Information Gathering(Gathering Pertinent Information)

• File/Record ReviewSchoolMedicalEmployment

• Interviewing

• Self-Reporting

• Observation

• Use of a Screening ToolBrief TestWritten Answer to Questions

• Work Sample Evaluation

18

Sharing Your “Ten Minute” Brief Interviews

19

Counseling Techniques

20

Counseling TechniquesTry To…•Respect Differences•Accept & Understand•Reserve Judgment•Emphasize Confidential Nature

Refrain From…•Making Assumptions•Subjectivity & Labeling•“Diagnostic ” Statements•Giving Advice “You shoulds ”

21

Things to RememberThings to Remember

• Put the Person in Charge• Honor Diversity & Differences• Promote Informed Choices &

Decisions• Listen & Validate• Promote Confidence & Trust• Do not Take Offense or Personalize• Recognize Needs & Behaviors• Be Aware People can become Easily

Overwhelmed• Ask for Clarification• Paraphrase what You Think You Heard• Ask About Next Steps

22

Counseling TechniquesCounseling TechniquesDiscussionDiscussion

• What 3 counseling techniques do you believe to be most important?

• What techniques did you use?

• Did you fall in any traps or snags interviewing your student?

• What might be common pitfalls or difficulties?

• Discuss strategies to get out of a trap or snag if encountered.

23

“Not A Counselor” – A Discussion

24

V. Criteria: Criteria for Use of PLNI

25

From “Ten Minute” Brief Interview to PLNI

26

The PLNI . . .

Any final questions?

27

VI. Objective Assessment Standards and Methods

28

Assessment

• Evaluations – Information Gathering:

Screening

Testing

Informal

Formal

Record Reviews

Interviews

Etc.• Diagnosis• Recommendations

29

Diagnosis Activity

On a sticky note, write your favorite of each:

1. Flower

2. Make of car

3. Color

4. Number

30

Bell curve filled in with IQ’sTo show student IQ range.

See drawing with text.

Lower Higher

70 80-120 130

Average

GEDTS Considers 70 Average

IQ Activity

31

GT Activity

32

IQ = Intelligence Quotient

AQ = Achievement Quotient

SQ = Social Quotient

CQ = Creative Quotient

33

Focused Questions

• Were there other things you wanted to know as you selected your student candidates?

• What were those things that would have made your decisions easier?

• Does it matter if I just change my instruction?

34

Who’s Who……..

1. Mike Grost................................................. Ph.D. at 17

2. Mary Hall…………………………….….….. Eleanor Roosevelt

3. Sam Edder………………………….…..…. Albert Einstein

4. William Horn…………………………..…… Bill Bradley

5. William Gunther………………………..….. Will Rogers

6. Albert Wright…………………………..…… Abraham Lincoln

7. Bill Ridell……………………………....…… Thomas Edison

8. Elaine Hawkins…………………………..… A Farmer

9. Pearl Ruth Jackson………………………...Congresswoman Barbara Jordan

35

• We work with individuals, so don’t label!

• There are many assessments, and students are often misdiagnosed.

• Testing and labels don’t matter unless there are legal considerations.

• Standardized scores (like IQ test scores) do not matter if you do not have other relevant information.

• Work effectively and try different strategies with your students, and

• Co-investigate!

36

VII. Instructional Practices and Approaches

37

Instructional Approaches

Basic Skill Instruction• Teaching Skills In Academic Areas:

ReadingWritingMath

• Teaching Study Skills

• Remedial Approach

• Language Skills Are Key:Oral and Written

• Communication:Reading ComprehensionMath Competence

Content Instruction• Teaching Specific Content:

Passing Tests

• Education/Employment:Job ManualsTextbooks

Strategy Instruction

•Teaching Strategies Use:Learn Basic SkillsLearn ContentThinking Through An

ApproachResponding To A Task

38

Strategy Instructional Model For Adults

Five Steps:

1. Describe

2. Model

3. Self-Instruct

4. Practice and Critique

5. Implement

Adapted From: Crux, S.C. (1991). Leaning Strategies for Adults Compensations for Learning Disabilities. Toronto: Wall & Emerson, Inc.

39

Establish consistent classroom routines

Make expectations clear

Develop and follow a lesson structure

Demonstrate activities

Emphasize the use of techniques/strategies

Use effective questioning

Provide many opportunities for practice

Provide consistent and useful feedback

Review previously learned material

Sturomski & Associates - 1996

ELEMENTS OF EFFECTIVE INSTRUCTION

40

Informed Instruction:

At the beginning of a lesson or teaching activity, review teaching plans and the teaching activity process with the learner, and remind the learner of how the lesson is relevant to his/her life;

Frequently ask learners for feedback on how the lesson or teaching activity is working for them; and

Adjust the pace of a lesson or lesson activity by observing learner performance.

41

R A P

R – Read

A – Ask Questions

P – Paraphrase

M – Main Idea

D - Details

42

VIII. Evaluating and Monitoring Progress and

Providing Feedback

43

Criteria for Evaluation: Activity1. With your group, define “Evaluation.”

Take 2 minutes to do this.

2. Write your definition of “Evaluation” on the flip chart paper above the line.

3. Answer the following questions with your group:a. How do you determine if you learned something?

b. What did you use to determine that?

c. How do you determine progress?

d. How do you monitor/evaluate progress?

e. How do you teach your students to evaluate?

4. Write these answers on your flip chart below the line.

44

Evaluation … Some Thoughts

“Completing the packet” for class may not demonstrate mastery of a task or knowledge

On the other hand, “completing the packet,” may be a huge accomplishment for a student, showing progress.

This is why instructors and students should continually “co-investigate” learning and learning strategies, teaching strategies, materials, goals, etc.

45

Compare and Contrast, New Car – Used Car Activity

46

Bob’s car was falling apart. He decided he needed a better car. So, he went to a car dealership to start looking at new and used cars. He wasn’t sure, should he buy a new car or a used car? There were many things to consider and Bob had to start thinking about what would work best for him. He talked with Paul, a car salesman, about some of the new cars. He then was referred to Kathy to talk about used cars. Both Paul and Kathy were very knowledgeable about the cars they were trying to sell Bob. But, Bob also knew that they were salespeople. After talking with both Paul and Kathy, Bob told them he would have to think about what would work best for him. Needless to say, he went home to make a list of the things he needed to think about, the things he needed to consider, before he decided if he should buy a new or used car.

47

IX. Introduction to Task Analysis

48

What is Task Analysis? -- Activity

49

50

Task Analysis: Office Report Scenario

“I am at a job and the boss says, ‘I need 100 copies of this report for a meeting at 11:30 a.m.’”

Question: Would it be smart to start the task at

10 a.m.? What must I know to complete the task properly?

51

Giving a Cat a Pill

52

X. Goal Setting

53

Personal Goal Setting

SMARTSSpecific

Measurable

Action Oriented

Realistic

Timely

Stumbling Blocks

54

55

56

XI. Sharing ELL Questionnaires

57

Sharing ELL Questionnaires

• Share Student Information– Give Background & Medical– Education Information– Strengths & Weaknesses

• Student Goal– Perceived Barriers

• Brainstorm– Instructional Techniques– Modifications/Adjustments– Resources/Referrals

• Feedback to Student – How did it go?– Anything you would do differently?

• Monitoring & Evaluation– What are you doing?

NAP-38A

58

XII. Summary and Expectations Review

• Review• Questions and Evaluations• Homework and Course Date

59

60

END OF COURSE 3