How can we preserve the commitment and professionalism of teachers (in terms of motivation, efficacy, etc.) in an environment where there is so much pressure to comply with accountability based agendas and external definitions of quality, progress and achievement for measuring student success?
I really liked that one.
The problem? What observational data, documents, student work, etc. will answer this hugely important (HUGE!) question? I am sure there is a more seasoned researcher out there with a wonderful methodology to conduct that research, to whom I say, “have at it!” (although I cannot imagine I will not find a way to work this question in somewhere)
Over the weekend, my new question became: How can I whittle this down to a more manageable, focused project, marked by the organization and clarity necessary to conduct professional research?
New answer: Use my resources. Luckily, I have a friend/colleague/former professor who happens to be a master at all things action based research related and who didn’t mind spending the afternoon's dwindling daylight patiently helping me narrow my topic to what interests me most… (I cannot thank you enough, Tom!)
New, focused subtopic: Performance Based Indicators and Ongoing Daily Assessment
Impetus: The nationally adopted Common Core Learning Standards are comprised of specific performance-based indicators articulated by grade level and discipline. As part of the CCLS timeline, the Partnership for the Assessment of Readiness for College and Careers (PARCC) is in the process of creating a streamlined assessment system in order provide “teachers with regular results” and feedback to guide learning and instructional strategies[1].
While these external assessments may provide useful data, successful teachers utilize student data and formative assessments to guide their pedagogy on an ongoing, daily basis.
Teachers across the country will now use the performance-based indicators articulated in the CCLS to inform the ongoing assessments in their classrooms and adjust instructional strategies accordingly.
In Finland, local curriculum has been written within the framework of national standards for decades. Teachers, who are considered pedagogical experts, are trusted with student assessment, which usually draws on students’ class work, projects, teacher-made exams, and portfolios. Because students are not assessed by national tests or examinations, teacher based assessment takes on a prominent role. What can we learn from how Finnish teachers describe and enact ongoing daily assessments within this framework?
No comments:
Post a Comment