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Concept Map EIDT 6130

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Donna Stone

on 18 May 2013

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Transcript of Concept Map EIDT 6130

K-3 Common Core State Standards
Aligned Math Assessments Unit One Do the assessments assess
what are are said to assess?
*competency
*depth of knowledge
Do the problems reflect the standards?
*rigor
*number of problems
* time to take the test Educators need to be prepared to support and facilitate a deep shift in current classroom practice. This shift will require teachers to emphasize higher order, complex thinking skills as the end goal of student learning. Students must learn to analyze, generate hypotheses, and draw conclusions based on evidence (Marzano Center, 2010). Common Core Standards are a pedagogical strategy used with proper professional development to influence teaching practices and impact student learning. CCSS aligned assessments help to insure students are learning what they are suppose to be learning. Stakeholders Aligned Assessment Context The Common Core State Standards
Insufficient By Themselves
“To be effective in improving education
and getting all students ready for
college workforce training and life the college, workforce training, and life, the
Common Core State Standards must be
partnered with a content-rich
curriculum and robust assessments,
both aligned to the Standards.”
CCSSI Webinar, 2010 The evaluation would be facilitated through sample test administration using a set test administration protocol. Teachers would be given the sample test and a protocol for administration of the test. Students’ names would not be required but teachers would be asked to mark on the test whether students were approaching, on, or above grade level. Teachers would also be asked to complete an online survey about the content on the test and to give suggestions. Once I was able to gather the appropriate data, I would present my findings to the curriculum director. Teachers Students Administration Contextual factors:
*Culture of the school
*Stage of implementation of CCSS
*Interpretation of the standards
*Fidelity in teaching practices to teaching the standards. The evaluation would be facilitated through sample test administration using a set test administration protocol. Teachers would be given the sample test and a protocol for administration of the test. Students’ names would not be required but teachers would be asked to mark on the test whether students were approaching, on, or above grade level. Teachers would also be asked to complete an online survey about the content on the test and to give suggestions. Once I was able to gather the appropriate data, I would present my findings to the curriculum director. References and Credits
The Leadership and Learning Center. (2011, April). Rigorous curriculum design keynote. Retrieved from CCSSI Webinar
http://www.pkwy.k12.mo.us/inside/curriculum/CA/secondary/file/rigorous_curriculum_design_-_slides.pdf

Marzano, R. (2010). Five ways to get the best from common core. Retrieved from http://www.marzanocommoncore.com/

Image citations:
https://myconestoga.ca/web/tlc/learn-about-program-and-course-curriculum
http://opi.mt.gov/Curriculum/Curriculum-Development-Guide/index.php Evaluation Course Project Stakeholders
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