lecturette 1: culturally responsive progress monitoring: universally designed classroom assessment

Lecturette 1: Lecturette 1: Culturally Responsive Progress Culturally Responsive Progress

Monitoring: Monitoring: Universally Designed Classroom Universally Designed Classroom

AssessmentAssessment

www.urbanschools.orgwww.urbanschools.org

Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities

UDL UDL AssessmentAssessment PurposePurpose

The purpose of assessment based on Universal Designs is to make the assessment task accessible to all students; it does not intend to lower standards or “water down” performance of assessment. (Johnstone, Altman & Thurlow, 2006)



UDL UDL AssessmentAssessment

Assessments:Assessments:

•measure exactly what teachers are trying to find out

•embed personalized supports, strategies, and approaches used regularly

•adjust to many individual differencesUDL Assessments:UDL Assessments:

•applied to deciding what you will do tomorrow in your classroom to increase the power of your teaching and learning opportunities for your students

•methods for determining a learner's knowledge & abilities



UDL UDL AssessmentAssessment in Science in Science

Needs assistanceNeeds assistance accessing printed textaccessing printed text

Consider:Consider: The student’s The student’s summative summative

knowledge of the knowledge of the process of erosionprocess of erosion

Demonstrates Demonstrates knowledge verbally, knowledge verbally, through drawing, or through drawing, or through voice-to-text through voice-to-text

word processing word processing softwaresoftware

Uses text to speech Uses text to speech softwaresoftware

for access to for access to curriculum contentcurriculum contentWhat supports and

strategies does the student use regularly?

What are the student’s learning needs?

What is the teachertrying to find out?



8 Principles of UDL8 Principles of UDL

Equitable useEquitable use

FlexibilityFlexibility

Simple, intuitive Simple, intuitive designdesign

Perceptible Perceptible informationinformation

Tolerance for errorTolerance for error

Minimal physical effort

Appropriate size & space for approach & use

Fully inclusive

Accounting for Diverse Learners in Accounting for Diverse Learners in Universally Designed Universally Designed AssessmentAssessment of of

Student LearningStudent Learning

Qualitative and mixed-methods Qualitative and mixed-methods forms of assessing student progress forms of assessing student progress help us:help us:

Understand essential contextual Understand essential contextual variables that contribute to variables that contribute to instructional effectiveness; instructional effectiveness;

Provide a more holistic picture, Provide a more holistic picture, rather than a set of discrete skills, rather than a set of discrete skills, of what students have learned and of what students have learned and are able to do.are able to do.



Universally Designed Progress Monitoring: Assessing the “Bigger Picture & the Smaller Pieces”

8 Principles of UD8 Principles of UD








Fully inclusive



Using Daily Data Collection for Using Daily Data Collection for Progress Monitoring of Progress Monitoring of

InstructionInstruction 8 Principles of UD8 Principles of UD








Fully inclusive



Tune instructional

decisions

Provide

Meaningful

Feedback

Determine desired learning

outcomes

Utilize and interpretassessments

Record student performance

UniversallyDesigned Classroom Assessment

Create or selectuniversally

designed progress monitoring

tools

8 Principles of UD8 Principles of UD








Fully inclusive



Determining Outcomes to be Determining Outcomes to be AssessedAssessed

What we want students to

know and be able to do as a

result of completing a

learning activity?

Student learning outcomes in culturally Student learning outcomes in culturally responsive classrooms take into account responsive classrooms take into account

and integrate and integrate what students want to learnwhat students want to learn


outcomes


Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong CommunitiesCulturally Responsive Progress Monitoring

DetermineDetermine desired learningdesired learning

outcomesoutcomes

Types of Learning Types of Learning OutcomesOutcomes

DispositionsDispositions

SkillsSkills

ProductsProducts

KnowledgeKnowledge

ReasoningReasoning

Students will be able to name four alternative/renew

able energy sources.

Students will be able to read aloud from

an article in a science magazine

for kids at 60 words per minute at a 95% or higher accuracy

rate.

Students can design, carry out, and write

a social science

research study on ways to improve energy

consumption.

Students will be able to compare and contrast the impacts of using non-renewable and renewable energy sources.

Students will be able to give three reasons why it is important in a

democratic society for adults to have a solid knowledge

of science.



No one form of assessment can address

all of our questions

about student learning.


outcomesCreate or select universally


tools

Creating/Selecting Assessment Creating/Selecting Assessment ToolsTools



Culturally Responsive UDL Assessments

Create or selectCreate or select appropriate progressappropriate progress

monitoring toolsmonitoring tools

Selected Selected ResponseResponse

EssayEssayPerformance Performance AssessmentsAssessments

Personal Personal CommunicatiCommunicati

onon Computer-based or paper-and-pencil

objective tests such as multiple-choice,

true/false, fill-in-the-blank and matching

items

Question(s) that require original

written responses, which are evaluated based on specified

scoring criteria

Teacher listens to a student’s

response and then makes judgments about the quality of the response.

Students demonstrate a skill or prepare a product, which are assessed based on

observation of the skill or evaluation of the

product.

Portfolio Portfolio AssessmentsAssessments

Students and teachers collect

student work over time across content areas and to reflect

on students’ progress over time.



Using and Interpreting UDL Using and Interpreting UDL AssessmentsAssessments

How often, when, where, and by whom

will assessments

be administered?




tools




How OftenHow OftenBy WhomBy Whom

WhereWhere


Using and Interpreting UDL Using and Interpreting UDL AssessmentsAssessments






tools



Recording Student Recording Student PerformancePerformance




Recording Student Recording Student PerformancePerformance

RUBRICSRUBRICS






tools



Tune instructional

decisions

Tuning Instructional DecisionsTuning Instructional Decisions



Tune instructional

decisions

Are there enough access points into the curriculum?

How much time should we dedicate to a concept?

Tuning Instructional DecisionsTuning Instructional Decisions






tools



Tune instructional

decisions

Provide

Meaningful

Feedback

Providing Meaningful Providing Meaningful FeedbackFeedback



TimingTimingStyle & FormStyle & Form

Recipient (s)Recipient (s)

Provide

Meaningful

Feedback

Providing Meaningful Providing Meaningful FeedbackFeedback



UDL UDL AssessmentAssessment

Assessments:Assessments:

•measure exactly what teachers are trying to find out

•embed personalized supports, strategies, and approaches used regularly

•adjust to many individual differencesUDL Assessments:UDL Assessments:

•applied to deciding what you will do tomorrow in your classroom to increase the power of your teaching and learning opportunities for your students

•methods for determining a learner's knowledge & abilities

lecturette 1: culturally responsive progress monitoring: universally designed classroom assessment

Documents

great urban schools

learning opportunities

student use

inclusive slide

purpose of assessment

performance of assessment

desired learning outcomes

student progress