Using the Teacher Work Sample* (TWS) to

Assess & Engage Students

Using the Teacher Work Sample* (TWS) to

Assess & Engage StudentsJudith Davidson, Ph.D.

Charmaine Hickey, Ed.D.University of Massachusetts Lowell, Graduate School of Education

February 9, 2012

UMass Lowell Inn & Conference Center

Lowell, Massachusetts 

AMCOA Regional Conference (Advancing a Massachusetts Culture of Assessment) a current initiative of

and the Massachusetts Department of Higher Education

 

Judith Davidson, Ph.D.

Charmaine Hickey, Ed.D.University of Massachusetts Lowell, Graduate School of Education

February 9, 2012

UMass Lowell Inn & Conference Center

Lowell, Massachusetts 

AMCOA Regional Conference (Advancing a Massachusetts Culture of Assessment) a current initiative of

and the Massachusetts Department of Higher Education

 

* TWS Credits: * TWS Credits:

• The Teacher Work Sample materials were developed by representatives of the Renaissance Partnership Institutions in June 2002. The Renaissance Partnership for Improving Teacher Quality Project (http://fpuni.edu/itg)

What is the Teacher Work Sample?

What is the Teacher Work Sample?

Teacher Work Sample expectations were:

• Use of student and classroom context to design instruction

• Use of instructional unit learning goals that addressed local and state content standards

• Use of pre-post and formative assessment to guide instruction and measure and report learning results

• Design of instruction for all students that addressed unit learning goals and were aligned with concepts and processes assessed

• Instructional decision making based on continuous formative assessment

• Analysis and reporting of learning for all students and significant groups

• Reflection and evaluation of teaching and learning

The Renaissance TWS Group is a consortium of teacher preparation institutions that used teacher work samples as a tool for instruction and performance assessment of teacher candidates . They were committed to promotion and development of work samples through sharing of information, materials, expertise, and research. 

Their work was developed with support from a Title II Teacher Quality Enhancement Program (1999-2005).

http://www.wku.edu/rtwsc/index.php

TWS and ValidityTWS and Validity

• The TWS is a valid process.• Rubrics, prompts and exemplars are

provided.

Components of the Teacher Work Samples Used Today

Components of the Teacher Work Samples Used Today

• Contextual Factors• Learning Goals• Assessment Plan• Design for

Instruction

• Instructional Decision Making

• Analysis of Student Learning

• Reflection and Self-Evaluation

What is the Capstone Course?What is the Capstone Course? • M.Ed.:

– Curriculum & Instruction• General• Science Education Option• Autism Studies Option • Mathematics Education

Concentration

– Education Administration – Reading and Language

This is the culminating course in the Master’s program at the University of Massachusetts Lowell’s Graduate School of Education for non-licensure students in:

This is an online course.

Our students are located in the U.S. and abroad.

In this course they must use the TWS to demonstrate they can help all students to achieve. They must show they know how to prove real progress has been made.

Yes, this is a course on assessment!

Who are our students?Who are our students?Our students are working professionals in educational and community positions.

They are adults with diverse experiences.

What is the instructional intervention?

What is the instructional intervention?

• A Comprehensive instructional unit

• Planned in Advance• Implemented• Analyzed and

Presented in the TWS Format

How is the Syllabus for the Capstone course organized?How is the Syllabus for the

Capstone course organized?

Introduction & Choosing a Focus (Weeks 1,2,3)

Designing the Intervention

(Weeks 3,4,5,6)

Implementing & documenting the

Intervention(Weeks 7,8,9)

Analyzing & reflecting upon the intervention. Presenting the findings.

(Weeks 10-14)

Components of the Online Course: Components of the Online Course:

Contained within Blackboard

System

Course Materials

Assignment Dropboxes

Internal and External Email

Discussion Boards

Examples of TWS ProjectsExamples of TWS Projects

Classroom Based

A comprehensive Kindergarten unit on Pumpkins that addresses State Course of Study objectives in math, language arts, visual arts, science, and social studies.

Individual or Small Group

Teaching basic reading techniques to 3 special needs students receiving special tutoring

5 Domains of Innovation in the UML Capstone Course

5 Domains of Innovation in the UML Capstone Course

Weekly Check-In

TWS Planning Assignm

ent

Continuous Peer

& Instructor Review

Implementation Memos

to Documen

t Interventi

on

Class Wiki!!

Weekly Check-InWeekly Check-InThe weekly check-in is required of every student.

Over time, the weekly check-in has become a prime instructional area.

Weekly Check-in QuestionsWeekly Check-in Questions

• What did you do last week in regard to this project?

• 2.  What did you learn from that work?

• 3.  What challenges did you encounter and how did you deal with them?

• 4.  What will you be doing this week on your project? 

• 5.  Do you have any questions, concerns, or issues that you want to raise? 

• 6.  Anything happen to you personally last week that you would like to share?  Can we celebrate with you?  Can we commiserate with you? 

TWS Planning AssignmentTWS Planning Assignment• What skill or topic will you be teaching for the Capstone class?  • Where will you conduct the Capstone experience? (your classroom or

another’s—will this be at your school? Specifics are appreciated)• Grade level you will work with (and any other specifics about the students

you will work with).• Whom will you go to for permission? What process will you follow for

gaining permission to conduct this work?• Why is the instructional topic you have chosen of interest to you? How does

it connect with your experience, interests, and teaching background? • What are the goals or outcomes you hope to achieve through this unit?• What are some of the instructional activities you have in mind for this unit? • What are some ways that you think would be effective in assessing student

learning for this unit? • What issues will you need to be mindful as you move forward? (Scheduling,

finding materials—every situation is different. What will you have to give special attention to?)

• What are your questions about the Capstone Project? •  

Continuous Peer and Instructor Review

Continuous Peer and Instructor Review

Self Assessment

Peer Assessment

Formative Assessment

Summative Assessment

The Capstone course consists of multiple layers of assessment.

Everyone—the individual, fellow students, and instructors—have responsibility for assessment in this course.

The TWS project and its standards are the basis for all assessment.

Implementation Memos to Document Intervention

Implementation Memos to Document Intervention

Instructor supplies a structured form for the memos.

Students are required to reflect weekly on:•What happened?•Why did it happen?•What does it mean?•How can it be improved?

It is important to do this in a systematic manner during the intervention, rather than waiting until it is complete.

The Class Wiki!!!The Class Wiki!!!

• All course assignments saved here.

• It is public to everyone in the class.

• Students are asked to reflect on the parts and the whole.

• Every student creates a personal textbook

SOME THINGS WE HAVE LEARNED ABOUT ASSESSMENT FROM THIS EXPERIENCE:

SOME THINGS WE HAVE LEARNED ABOUT ASSESSMENT FROM THIS EXPERIENCE:

Assessment as a Dynamic ProcessAssessment as a Dynamic Process

Informal…Formal

Contraction

Expansion

All politics is personal…and so is assessment!

All politics is personal…and so is assessment!

Explore the connection between the personal and professional

• What do you care about?

• Why do you care?• How do you feel

during the process?• How does that affect

your performance and the performance of your students?

Documentation is a creative act.Documentation is a creative act.

Students document the TWS experience on many levels:

• Informally• Formally• In check-ins• In assignments• In the wiki

Questions?Questions?