Fort Hays State University

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Fort Hays State University
FHSU Performance Assessment
Topics

• Background of FHSU Performance Assessment
• The FHSU Performance Assessment
• Course Development and Training

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FHSU Performance Assessment Assignment

• COURSE TASK 3 FHSU PERFORMANCE ASSESSMENT
• DATA COLLECTION POINTS KSDE Professional
  Program Standard 7 9 Knowledge Performance,
  KSDE Professional Program Standard 11 Knowledge
  KSDE Professional Program Standard 13
  Performance KSDE Elementary Education Program
  Standard 7 Knowledge Performance FHSU
  Conceptual Framework Goal I, II, III, Goal IV,
  Goal V, Goal VI, Goal VII

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FHSU Performance Assessment Assignment

• Construct and deliver an instructional unit with
  a minimum of 5 lessons using the Teacher Work
  Sample Design. The purpose of this task is to
  evaluate the degree of impact the candidate has
  on elementary student learning.

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The FHSU Performance Assessment Measures the
Ability To

• Construct and deliver an instructional unit
• Construct challenging and meaningful
  assessments
• Adapt instruction to meet student needs
• Measure learning gains and achievement
• Analyze and reflect on teaching decision and
  results

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New NCATE Standards
Provide evidence of the impact of candidate
performance on PK-12 student learning.
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The Goals of Our Work.

• Connect the performance of candidates to PK-12
  student learning
• Assess candidate performance relative to
  national, state, and institutional standards
• Framework for candidate professional development
• Opportunities for self-assessment and reflection

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General Structure of the FHSU Performance
Assessment

• Contextual Information Learning Environment
  Adaptations
• Learning Goals and Objectives
• Instructional Design and Implementation
• Demonstration of Integration Skills
• Analysis of Classroom Learning Environment
• Analysis of Assessment Procedures
• Reflection and Self Evaluation

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Contextual Information and Learning Environment
Adaptations
FHSU Performance Assessment Standard 1

• Educational Purposes
• The candidate understands how individuals
  learn, understands child and adolescent
  development, demonstrates knowledge of
  appropriate adaptations, and has the ability to
  provide instructional strategies that afford
  learning opportunities for all learners.
• (KSDE Standards 2 and 3)
• Measurement Purpose
• Provide information about candidates awareness
  of contextual factors and ultimately data to
  examine their ability to function as a
  professional in a diverse setting.

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Standard 1 Contextual Info. Learning Env.
Adaptations

• Contextual Factors/Adaptation Chart Description
• Environment (District/community/classroom)
• Ethnic, Cultural, and Gender Make-up
• Socio-Economic Status (SES) Make-up
• Students with Special Needs
• Students Developmental Characteristics/
  Understands Child and Adolescent Development
• Demonstrates Knowledge of Appropriate Adaptations

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Learning Goals and Objectives
FHSU Performance Assessment Standard 2

• Educational Purposes
• The candidate plans effective instruction based
  upon knowledge of all students, subject matter,
  curriculum outcomes, reading instruction needs,
  knowledge of parents, community and agencies to
  support all students learning and well-being.
• (KSDE Standards 7 and 10)
• Measurement Purpose
• Aid in interpretation of gain scores (i.e.,
  what kind of learning does the gain score
  represent, type and concentration)

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Standard 2 - Learning Goals Objectives
State/District Standards/District Goal

• Subject Matter Knowledge Objectives
• Skills/Performance/Applications Objectives
• Reasoning Ability Objectives
• Developmentally Appropriate Given Classroom
  Context
• Aligned with State/District Standards

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Instructional Design and Implementation
FHSU Performance Assessment Standard 3

• Educational Purposes
• The candidate understands and uses a variety of
  appropriate instructional strategies, including
  those that represent a wide range of
  technological tools, to develop various kinds of
  students learning including critical thinking,
  problem solving, reading, and subject matter
  knowledge.
• (KSDE Standards 4 and 12)
• Measurement Purposes
• Examine relationship between gain scores
  teaching approaches

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Standard 3 Instructional Design Implementation

• Aligned with Unit Learning Goals and Learning
  Objectives
• Progressively Sequenced
• Adaptations are Made for Special Needs Students
• Context Data is Used in Instructional Decisions
• Multiple Learning Strategies
• Provide and Adapt Instructional Strategies
• Active Inquiry and Learner Centeredness
• Reading Instruction Modifications
• Technology
• Knowledge of Factors in the Students Environment
  Outside the School

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Demonstration of Integration Skills
FHSU Performance Assessment Standard 4

• Educational Purposes
• The candidate demonstrates the ability to
  integrate across and within content fields to
  enrich the curriculum, develop thinking skills,
  and facilitate all students abilities to
  understand relationships between subject areas.
• (KSDE Standard 11)
• Measurement Purpose
• Encourage candidates to teach thinking skills
  and avoid using simple knowledge across the
  fields unless appropriate
• Aid in interpretation of gain scores (i.e.,
  what kind of learning does the gain score
  represent, type and concentration)

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Standard 4 Demonstration of Integration Skills

• Integrated Instruction Across and Within Subject
  Matter Fields
• Develops Thinking Skills Through Integration

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Analysis of Classroom Learning Environment
FHSU Performance Assessment Standard 5

• Educational Purposes
• The candidate uses an understanding of
  individual and group motivation and behavior
  including effective verbal and non-verbal
  communication techniques, to create a positive
  learning environment that fosters active inquiry,
  supportive interaction and self-motivation in the
  classroom.
• (KSDE Standards 5 and 6)
• Measurement Purpose
• Provide information about candidates awareness
  of group motivation and behavior and ultimately
  data to examine their ability to function as a
  professional in a classroom setting.

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Standard 5 Analysis of Classroom Learning
Environment

• Classroom Environmental Factors that Affect
  Learning
• Individual Student Motivation
• Group Motivation
• Verbal Communication Among Students
• Non-Verbal Communication Among Students
• Effective Classroom Management Skills
• Understands How to Motivate Students
• Encourages Effective Communication Among Students
• Creates Learning Environment that Encourages
  Active Inquiry
• Provides an Environment Supportive of Student
  Interaction in Learning Activities

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Analysis of Assessment Procedures
FHSU Performance Assessment Standard 6

• Educational Purposes
• Promote analysis and synthesis of all
  activities
• Promote professional development
• (KSDE Standard 8)
• Measurement Purpose
• Estimate the degree to which the sample has
  promoted learning for candidates
• Ensure candidates provide accurate gain scores
  for project data management
• Reduce gain score error (by requiring congruent
  pre-post assessments)

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Standard 6 Analysis of Assessment Procedures

• Assessment Plan Table - Type of Assessments,
  Learning Objectives, Format of Assessment
  including information on Pre Assessments,
  Formative Assessment(s), and Post Assessments
• Describes the Level of Student Performance on
  Knowledge, Skills, and Reasoning Objectives
• Evidence of Disaggregation of Data for at Least
  Two Subgroups
• Formative Assessment is Utilized for Instruction
  and Evaluation
• Assessment Includes Multiple Measures
• Alignment Among Goals, Instruction and Assessment
• Assessment Criteria Measurable/Comprehensive/Cri
  teria Level

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Reflection and Self-Evaluation
FHSU Performance Assessment Standard 7

• Educational Purposes
• The candidate is a reflective practitioner who
  continually evaluates the effects of his or her
  choices and actions on others (students, parents,
  and other professionals in the learning
  community), actively seeks out opportunities to
  grow professionally and participates in the
  school improvement process (Kansas Quality
  Performance Accreditation).
• (KSDE Standards 9 and 10)
• Measurement Purpose
• Estimate the degree to which the sample has
  promoted learning for candidates

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Standard 7 Reflection Self-Evaluation

• Learning Goal Where Your Students Were Most
  Successful
• Learning Goal Where Your Students Were Least
  Successful
• Communications With Students, Parents, and Other
  Professionals
• Knowledge Of Your Students Performance In The
  State Assessments
• Effects of Decisions on Students Learning
• Effects of Decisions on Instruction and
  Assessment
• Implications For Future Teaching Of This Unit
• Information From QPA Process
• Implications For Professional Development/Continuo
  us Learning

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Resources Support Systems

• Blackboard Electronic Resources
• Faculty Support - Supervisor
• Elementary School Course Instructional Support
  Dr. Nixon
• Peer Support
• Cooperative Teacher Support

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•  COURSES  gt THE ELEMENTARY SCHOOL (FALL 2004)
   gt ASSIGNMENTS  gt TASK 3 - FHSU PERFORMANCE
  ASSESSMENT FOLDER EDIT VIEW FHSU Performance
  Assessment ElSch_KPA___FHSUPA_Guide_8.18.04.doc
  ( 168448 Bytes )This is the KSDE Kansas
  Performance Guideline for each Standard. Print
  this document for review as you write your
  narrative.
• FHSU Performance Assessment Rubric
  ElSch_FHSUPA_Rubric_7.26.04 ( 5236 Bytes )This
  is the rubric that the FHSU raters of the KPA
  will use when grading your narrative.
• FHSUPA Template ElSch_KPA_Template_F04.doc (
  47616 Bytes )Use this FHSUPA template when you
  type your narrative report. Do not skip over any
  sections listed on the template in your writing.
  The exclusion of an section will affect your
  final grade.
• KSDE Kansas Performance Assessment Flow Chart -
  Understanding the Process (Standard 1 - 7)
  ElSch_KSDE_KPA_Flow_Chart.5.19.04.doc ( 26624
  Bytes )Print and review this flow chart as you
  design your own timeline for completion of this
  project.
• KSDE Sample KPA for Review ElSch_KPA_KSDE_Exampl
  e5.19.04.doc ( 107520 Bytes )This KPA is for
  review and evaluation. Read the attached KPA and
  use the KPA Assessment Rubric to evaluate this
  sample. Identify things you like in this KPA and
  additions/corrections/deletions you would make to
  improve this narrative.
• FHSUPA Peer Model 1 ElSch_KPA_Peer_Model_by_Pau
  l_Erickson.doc ( 109568 Bytes )Review this peer
  FHSUPA model during the beginning of the
  semester.
• FHSUPA Peer Model 2 ElSch_Brenda_Prevo_KPA_Exam
  ple.doc ( 109568 Bytes )Review this peer FHSUPA
  model narrative during the beginning of the
  semester.

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• FHSU Kansas Performance Assessment Powerpoint
  Presentation ElSch_KPA_Powerpoint_Presentation.pp
  t ( 165888 Bytes )
• FHSUPA Standard 1 Contextual Information
  Learning Environment ElSch_KPA_Standard_1_Context
  ual_Info.5.19.04.doc ( 26112 Bytes )Review this
  document before you begin writing FHSUPA Standard
  1.
• FHSUPA Standard 2 3 - Considerations when
  Selecting your FHSUPA Unit Topic
  ElSch_Sellecting._Topics_for_Unit_or__KPA.doc (
  20480 Bytes )Review this document as you
  brainstorm a topic(s) for your FHSUPA unit.
• FHSUPA Standard 2 - Tips for Writing Clear
  Objectives and Goals ElSch_Writing_Clear_Objectiv
  es.doc ( 55296 Bytes ) FHSUPA Standard 2
  Teaching to Standards ElSch_KPA_St2_Teaching_to_a
  _Standard.5.19.04.doc ( 50176 Bytes )Review this
  document before you begin writing Standard 2 of
  your FHSUPA.
• FHSUPA Standard 2 Writing Clear Objectives and
  Goals ElSch_Writing_Clear_Objectives.doc ( 55296
  Bytes ) FHSUPA Standard 2 - Definitiona - Goals,
  Benchmarks, Objectives, Outcomes
  ElSch_Terminology_of_Goals_Benchmarks_Obj_Outcome
  s.doc ( 23552 Bytes ) FHSUPA Standard 2 -
  Teaching to a Standard ElSch_KPA_Standard_2_Teach
  ing_to_a_Standard.doc ( 50176 Bytes )
• FHSUPA Standards 1, 3, 7 - Tips on Working with
  Diverse Learners ElSch_Diverse_Learners_Modificat
  ions.doc ( 31744 Bytes )

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• FHSUPA Standards 1, 3, 7 - Modifications
  Adaptions in Classroom Instruction Examples
  ElSch__Modification__Adaptions.doc ( 54784 Bytes
  ) FHSUPA Standards 1, 3, 7 - Test Modifications
  ElSch_Test_Modifications.doc ( 27136 Bytes )
  FHSUPA Standard 1, 3, 7 - ESOL Kit for FHSU
  Student Teachers ElSch_ESOL_Kit.doc ( 101888
  Bytes ) FHSUPA Standart 6 - Information
  Examples ElSch_KPA_St6_Info.5.19.04.doc ( 183808
  Bytes )Please review this information before you
  begin writing FHSUPA Standard 6.
• FHSUPA Standard 6 - Gain Scores Information
  ElSch__KPA_Gain_Scores_Ex._5.19.04.doc ( 44032
  Bytes )Please review this information before you
  begin writing FHSUPA Standard 6.
• FHSUPA Standard 6 - Information Examples
  ElSch_KPA_Standard_6_Information.doc ( 183808
  Bytes )

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Planning and Writing

• Planning and writing are guided by the
  principles
• No Child Left Behind
• One size does NOT fit all
• The greatest injustice of all is the equal
  treatment of the unequal
• Learner centered instruction is valued
• Activities/assignments are developmentally
  appropriate

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Candidate Perception Survey Results

• Top Responses
• The most important thing(s) I gained doing the
  KPA is (are)
• Determining gain scores/student progress
• Being accountable for individual student learning
• Planning/using/pacing a unit
• Being aware of my teaching/how to improve
• Learning how to present/analyze data
• Improving time management/organization
• Increased knowledge of students competency level

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For Additional Information

• Kansas State Department of Education
• http//www.ksde.org/cert/FHSU/PA.doc
• Teacher Education and Licensure
• Licensure Information
• Licensure Power Point Presentation

• The Renaissance Group
• http//www.emporia.edu/rengroup/index.htm